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ERIC Number: EJ1076861
Record Type: Journal
Publication Date: 2015-Nov
Pages: 11
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-0271-1214
Supporting Implementation of Evidence-Based Practices through Practice-Based Coaching
Snyder, Patricia A.; Hemmeter, Mary Louise; Fox, Lise
Topics in Early Childhood Special Education, v35 n3 p133-143 Nov 2015
In active implementation science frameworks, coaching has been described as an important competency "driver" to ensure evidence-based practices are implemented as intended. Empirical evidence also has identified coaching as a promising job-embedded professional development strategy to support implementation of quality teaching practices. The purpose of the present article is to describe a coaching framework designed to support early childhood practitioners to implement evidence-based teaching practices with fidelity. We explicate the key components of the coaching framework, provide theoretical and empirical rationales for each component, and describe how it was operationalized for use as a coaching protocol in several studies. The studies focused on supporting preschool teachers of young children with or at risk for disabilities to implement social-emotional, behavioral, and instructional teaching practices with fidelity. For this special issue, we offer recommendations for future research and considerations for wider scale application and situate each article in the context of coaching and the coaching framework described in this article.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: National Center for Special Education Research (ED); Administration for Children, Youth, and Families (DHHS), Office of Head Start
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A070008; R324A120178; R324A070212; 90HC0002