Coaching (and) Commitment: Linking Ongoing Professional Development, Quality Teaching and Student Outcomes

Autor/inn/en	Helmer, Janet; Bartlett, Claire; Wolgemuth, Jennifer R.; Lea, Tess
Titel	Coaching (and) Commitment: Linking Ongoing Professional Development, Quality Teaching and Student Outcomes
Quelle	In: Professional Development in Education, 37 (2011) 2, S.197-211 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
Schlagwörter	Focus Groups; Foreign Countries; Literacy; Researchers; Reading Instruction; Faculty Development; Outcomes of Education; Early Childhood Education; Literacy Education; Teacher Effectiveness; Coaching (Performance); Elementary Education; Academic Achievement; Workshops; Indigenous Populations; Classroom Observation Techniques; Pretests Posttests; Reflection; Feedback (Response); Australia + Suchen Sie Ihr Suchwort? Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Researcher; Forscher; Leseunterricht; Lernleistung; Schulerfolg; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementarunterricht; Schulleistung; Lernwerkstatt; Schulung; Sinti und Roma; Australien
Abstract	This research conducted in primary schools in Northern Australia evaluated the effectiveness of the web-based program ABRACADABRA (ABRA) as a tool to complement early childhood literacy instruction in an Australian and Indigenous context. A further component of this research was to monitor implementation fidelity. The ABRA training was built around professional development best practices to address the challenges of providing ongoing training in remote areas. Teachers attended a one-day workshop that trained them in the use of ABRA, and continued learning was reinforced by pairing teachers with a literacy coach. Data were gathered through an implementation fidelity measure, researcher field notes, focus groups, teacher logbooks, and the "Early Language and Literacy Classroom Observation" tool. This paper outlines challenges and successes that the researcher/coaches experienced while supporting teachers. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10