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ERIC Number: EJ1141141
Record Type: Journal
Publication Date: 2017-Jul
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1082-3301
Promoting Student-Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting
Johnson, Stacy R.; Finlon, Kristy J.; Kobak, Roger; Izard, Carroll E.
Early Childhood Education Journal, v45 n4 p461-470 Jul 2017
Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers' effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student--teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student--teacher interactions and, ultimately, children's adaptive development.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: National Institute of Mental Health (DHHS/NIH)
Authoring Institution: N/A
Grant or Contract Numbers: R01MH080909