Reciprocal Peer Coaching and Teaching Teams' Use of Pyramid Model Practices

Autor/inn/en	Golden, Adrienne K.; Hemmeter, Mary Louise; Edmonds, Marisa; Ledford, Jennifer R.
Titel	Reciprocal Peer Coaching and Teaching Teams' Use of Pyramid Model Practices
Quelle	In: Journal of Early Intervention, 43 (2021) 3, S.255-274 (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Golden, Adrienne K.) ORCID (Ledford, Jennifer R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815121993225
Schlagwörter	Peer Relationship; Coaching (Performance); Team Teaching; Models; Program Effectiveness; Faculty Development; Preschool Teachers; Intervention + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Teamteaching; Analogiemodell; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule
Abstract	A multiple probe design across behaviors, replicated across teaching teams, was used to evaluate the effectiveness of training plus reciprocal peer coaching on teaching teams' implementation of Pyramid Model (PM) practices. In this study, teaching teams (three dyads and one triad) were provided with training around the use of targeted PM practices and reciprocal peer coaching. Coaching required teachers within each team to observe and provide feedback to one another around their use of targeted PM practices. Data from this study indicate reciprocal peer coaching is an effective and efficient way for early childhood teaching teams to increase their use of PM practices. Increased use of PM practices generalized across classroom activities and maintained following the removal of peer coaching. Results, limitations, impacts on the field, and next steps are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01