NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1132573
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0022-4871
Impact of Coaching on Preservice Teachers' Use of Embedded Instruction in Inclusive Preschool Classrooms
Rakap, Salih
Journal of Teacher Education, v68 n2 p125-139 Mar-Apr 2017
The purpose of the present study was to examine the impact of training plus coaching on special education preservice teachers' use of embedded instruction learning trials (EILTs) within ongoing activities of inclusive preschool classrooms. A multiple baseline across participants design was used to investigate the relationships between coaching and preservice teachers' implementation of EILTs across settings and over time. Corollary relationships between preservice teachers' implementation and child learning outcomes were also examined. Results indicate training plus coaching is an effective method for increasing preservice teachers' use of EILTs. Preservice teachers generalized their use of EILTs to another setting and maintained their use during follow-up sessions conducted 1 to 8 weeks after coaching ended. Moreover, as preservice teachers' accuracy of implementing EILTs increased, percentage of children's correct responding increased. Implications for future research and practice are discussed.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A