NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ858281
Record Type: Journal
Publication Date: 2009
Pages: 19
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0885-2006
Using Coaching to Increase Preschool Teachers' Use of Emergent Literacy Teaching Strategies
Hsieh, Wu-Ying; Hemmeter, Mary Louise; McCollum, Jeanette A.; Ostrosky, Michaelene M.
Early Childhood Research Quarterly, v24 n3 p229-247 2009
This single-subject study assessed the effects of in-classroom coaching on early childhood teachers' use of emergent literacy teaching strategies. Teaching strategies were grouped into clusters related to oral language and comprehension of text, phonological awareness and alphabetic principle, and print concepts and written language, with coaching being applied to each cluster separately. The coaching process included two primary components: a brief initial meeting to introduce teaching strategies in the cluster, and semi-weekly observation with follow-up discussion using data collected during the observation. A third, booster component was added when the teacher did not achieve a pre-established criterion. Participants were five early childhood teachers, three in child care programs and two in public school pre-kindergarten programs. The intervention phase lasted approximately 6 weeks for each teacher. Results indicated that this approach to coaching was effective for increasing the number of teaching strategies that teachers used in each cluster. Individual differences among teachers are discussed, and implications for future research and practice are explored. (Contains 5 figures and 6 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A