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ERIC Number: EJ919320
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 51
ISSN: ISSN-1941-5257
Coaching (and) Commitment: Linking Ongoing Professional Development, Quality Teaching and Student Outcomes
Helmer, Janet; Bartlett, Claire; Wolgemuth, Jennifer R.; Lea, Tess
Professional Development in Education, v37 n2 p197-211 2011
This research conducted in primary schools in Northern Australia evaluated the effectiveness of the web-based program ABRACADABRA (ABRA) as a tool to complement early childhood literacy instruction in an Australian and Indigenous context. A further component of this research was to monitor implementation fidelity. The ABRA training was built around professional development best practices to address the challenges of providing ongoing training in remote areas. Teachers attended a one-day workshop that trained them in the use of ABRA, and continued learning was reinforced by pairing teachers with a literacy coach. Data were gathered through an implementation fidelity measure, researcher field notes, focus groups, teacher logbooks, and the "Early Language and Literacy Classroom Observation" tool. This paper outlines challenges and successes that the researcher/coaches experienced while supporting teachers. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia