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ERIC Number: ED567294
Record Type: Non-Journal
Publication Date: 2013
Pages: 135
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-9196-3
Coaching in the Context of Social-Emotional Development: Implications for Targeted Early Childhood Professional Development
Harkins, Diane M.
ProQuest LLC, Ph.D. Dissertation, University of California, Davis
This study was designed to inform professional development in early childhood education (ECE) by examining the use of coaching to improve teacher performance in the classroom. Professional development programs that include coaching, a relationship-based method of enhancing application of newly acquired knowledge and skills, have received increasing attention in recent years. Yet there is little empirical evidence concerning the functional components of coaching that may be linked to improved teacher outcomes in early childhood settings. The current investigation examines coaching characteristics for their potential contribution to teachers' application of a social-emotional skills model during a five-month period. Results suggest that the use of reflective conversations as a coaching strategy is positively associated with implementation of the social-emotional skills model. This study may inform both professional development and implementation practice for early childhood education teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A