Literaturnachweis - Detailanzeige
| Autor/inn/en | Ottley, Jennifer R.; Coogle, Christan Grygas; Rahn, Naomi L. |
|---|---|
| Titel | The Social Validity of Bug-in-Ear Coaching: Findings from Two Studies Implemented in Inclusive Early Childhood Environments |
| Quelle | In: Journal of Early Childhood Teacher Education, 36 (2015) 4, S.342-361 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1090-1027 |
| DOI | 10.1080/10901027.2015.1100146 |
| Schlagwörter | Coaching (Performance); Inclusion; Early Childhood Education; Technology Uses in Education; Professional Development; Teacher Attitudes; Computer Mediated Communication; Feedback (Response); Handheld Devices; Feasibility Studies; Validity; Mixed Methods Research; Observation; Semi Structured Interviews; Learning Experience; Teacher Improvement; Child Development; Satisfaction; Ohio; West Virginia |
| Abstract | Coaching is a promising method for providing professional development, which takes many forms. One such form is real-time coaching through bug-in-ear technology. This study explored the social validity of bug-in-ear coaching when provided as a form of professional development with preservice and in-service early childhood educators. Data from two studies were qualitatively analyzed to describe early childhood educators' perceptions of the acceptability of bug-in-ear coaching with respect to the learning opportunities provided, feasibility, difficulties, and child-level outcomes. Findings suggest that BIE is deemed to be important and effective at producing educator and child outcomes. Further, educators are satisfied with the intervention and view it to be an acceptable means for receiving professional development. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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