Effects of Training and Coaching with Performance Feedback on Teachers' Use of "Pyramid Model" Practices

Autor/inn/en	Hemmeter, Mary Louise; Hardy, Jessica K.; Schnitz, Alana G.; Adams, Jessie Morris; Kinder, Kiersten A.
Titel	Effects of Training and Coaching with Performance Feedback on Teachers' Use of "Pyramid Model" Practices
Quelle	In: Topics in Early Childhood Special Education, 35 (2015) 3, S.144-156 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121415594924
Schlagwörter	Coaching (Performance); Feedback (Response); Teaching Methods; Best Practices; Skill Development; Faculty Development; Social Development; Emotional Development; Young Children; Preschool Teachers; Preschool Children; Generalization; Maintenance; Preschool Education; Behavior Problems; Disabilities; Program Effectiveness; Check Lists; Urban Schools; Observation; Control Groups; Experimental Groups; Intervention; Teacher Effectiveness; Comparative Analysis + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Soziale Entwicklung; Gefühlsbildung; Frühe Kindheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Handicap; Behinderung; Checkliste; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Beobachtung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Training and coaching with performance feedback has been effective for supporting teachers to use evidence-based instructional practices. However, coaching with performance feedback has primarily been used to support teachers to use discrete skills, and there has been little evidence of maintenance and generalization. The purpose of this study was to examine the effects of a professional development intervention on teachers' implementation of practices related to the "Pyramid Model for Promoting Social-Emotional Competence in Young Children", as well as the extent to which teachers generalized and maintained those practices. A multiple probe design across sets of "Pyramid Model" practices replicated across three teachers was used in this study. All teachers acquired the practices and maintained the practices after coaching ended. There was some evidence of generalization for all three teachers. The effects of teacher implementation on classroom-wide incidences of challenging behavior were mixed. Teachers all rated the coaching positively. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11