Preschool teachers’ insights about web-based self-coaching versus on-site expert coaching

Professional Development in Education

Volumn 41, Issue 2, 2015, Pages 290-309

  Shannon, Darbianne ^a   Snyder, Patricia ^a   McLaughlin, Tara ^a  

^a UNIVERSITY OF FLORIDA   (United States)

Author keywords

coaching; implementation fidelity; preschool; professional development; teachers perspectives; web based coaching

Indexed keywords

EID: 84924859436     PISSN: 19415257     EISSN: 19415265     Source Type: Journal    
DOI: 10.1080/19415257.2014.986819     Document Type: Article

References (35)

1. Artman-Meeker, K.M. and Hemmeter, M.L., 2012. Effects of training and feedback on teachers’ use of classroom preventive practices. Topics in early childhood special education, 33 (2), 112–123.
2. Blumer, H., 1969. The methodological position of symbolic interactionism. In: Symbolic interactionism: perspective and method. Oakland, CA: University of California Press, 1–60.
3. Brantlinger, E.,, 2005. Qualitative studies in special education. Exceptional children, 71 (2), 195–207.10.1177/001440290507100205
4. Bronfenbrenner, U., 1979. The ecology of human development: experiments by nature and design. Cambridge, MA: Harvard University Press.
5. Charmaz, K., 1996. The search for meanings – grounded theory. In: J.A. Smith, R. Harre, and L. Van Langenhove, eds. Rethinking methods in psychology. London: Sage, 27–49.
6. Charmaz, K., 2006. Constructing grounded theory: a practical guide through qualitative analysis. Newbury Park, CA: Pine Forge Press.
7. Creswell, J.W., 2013. Research design: qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
8. Crotty, M., 2011. The foundations of social research: meaning and perspective in the research process. Thousand Oaks, CA: Sage.
9. Dede, C.,, 2009. A research agenda for online teacher professional development. Journal of teacher education, 60 (1), 8–19.
10. Desimone, L.M., 2009. Improving impact studies of teachers’ professional development: toward better conceptualizations and measures. Educational researcher, 38 (3), 181–199.
11. Diamond, K.E. and Powell, D.R., 2011. An iterative approach to the development of a professional development intervention for Head Start teachers. Journal of early intervention, 33 (1), 75–93.10.1177/1053815111400416
12. Diamond, K.E.,, 2013. Synthesis of IES research on early intervention and early childhood education. Washington, DC: National Center for Special Education Research, Institute of Education Sciences, US Department of Education.
13. Fox, L.,, 2011. Coaching early childhood special educators to implement a comprehensive model for promoting young children's social competence. Topics in early childhood special education, 31 (3), 178–192.10.1177/0271121411404440
14. Glaser, B.G., 1978. Theoretical sensitivity: advances in the methodology of grounded theory. Vol. 2. Mill Valley, CA: Sociology Press.
15. Glaser, B.G. and Strauss, A.L., 2009. The discovery of grounded theory: strategies for qualitative research. Piscataway, NJ: Transaction.
16. Hemmeter, M.L.,, 2011. Impact of performance feedback delivered via electronic mail on preschool teachers’ use of descriptive praise. Early childhood research quarterly, 26 (1), 96–109.10.1016/j.ecresq.2010.05.004
17. Joyce, B.R. and Showers, B., 2002. Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development.
18. McCollum, J.A. and Catlett, C., 1997. Designing effective personnel preparation for early intervention: theoretical frameworks. In: P. Winton,, eds. Reforming personnel preparation in early intervention: issues, models, and practical strategies. Baltimore, MD: Brookes, 105–126.
19. McCollum, J.A., Hemmeter, M.L., and Hsieh, W.Y., 2013. Coaching teachers for emergent literacy instruction using performance-based feedback. Topics in early childhood special education, 33 (1), 28–37.10.1177/0271121411431003
20. Metz, A. and Bartley, L., 2012. Active implementation frameworks for program success. Zero to three, 32 (4), 11–18.
21. Metz, A.,, 2013. The key components of successful implementation. In: T. Halle, A. Metz, and I. Martinez-Beck, eds. Applying implementation science in early childhood programs and systems. Baltimore, MD: Brookes, 21–42.
22. National Professional Development Center on Inclusion, 2008. What do we mean by professional development in the early childhood field? Chapel Hill: The University of North Carolina, FPG Child Development Institute.
23. Odom, S.L., 2009. The tie that binds: evidence-based practice, implementation science, and outcomes for children. Topics in early childhood special education, 29 (1), 53–61.
24. Pianta, R.C.,, 2005. Features of pre-kindergarten programs, classrooms, and teachers: do they predict observed classroom quality and child-teacher interactions? Applied developmental science, 9 (3), 144–159.10.1207/s1532480xads0903_2
25. Rhodes, H. and Huston, A., 2012. Building the workforce our youngest children deserve. Social policy report, 26 (1), 3–32.
26. Rudd, L.C.,, 2009. Professional development + coaching = enhanced teaching: increasing usage of math mediated language in preschool classrooms. Early childhood education journal, 37 (1), 63–69.10.1007/s10643-009-0320-5
27. Snyder, P.,, 2009. Coaching preschool teachers to use embedded instruction practices [Manual and coaching protocols]. College of Education, University of Florida, Gainesville, FL.
28. Snyder, P., Hemmeter, M.L., and McLaughlin, T., 2011. Professional development in early childhood intervention: where we stand on the silver anniversary of PL 99-457. Journal of early intervention, 33 (4), 357–370.10.1177/1053815111428336
29. Snyder, P.,, 2012. Characterizing key features of the early childhood professional development literature. Infants and young children, 25 (3), 188–212.10.1097/IYC.0b013e31825a1ebf
30. Snyder, P.,, 2013. Embedded instruction to support early learning in response to intervention frameworks. In: V. Buysse and E. Peisner-Feinberg, eds. Handbook of response-to-intervention in early childhood. Baltimore, MD: Brookes, 283–298.
31. Takanishi, R., 2011. Transforming America’s primary education system for the 21st century: integrating K-12 education with pre-kindergarten. In: E. Zigler, W.S. Gilliam, and W.S. Barnett, eds. The pre-K debates: current controversies and issues. Baltimore, MD: Brookes, 181–184.
32. Vo, A.K., Sutherland, K.S., and Conroy, M.A., 2012. Best in class: a classroom-based model for ameliorating problem behavior in early childhood settings. Psychology in the schools, 49 (5), 402–415.10.1002/pits.v49.5
33. Winton, P.J., Snyder, P., and Goffin, S., in press. Beyond the status quo: rethinking professional development for early childhood teachers. In: L. Couse and S. Recchia, eds. Handbook of early childhood teacher education. New York, NY: Routledge.
34. Zaslow, M.,, 2010. Toward the identification of features of effective professional development for early childhood educators: literature review [online]. Washington, DC: Office of Planning, Evaluation and Policy Development, US Department of Education. Available from: http://www.ed.gov/about/offices/list/opepd/ppss/reports.html [Accessed 16 February 2015].
35. Zigler, E., Gilliam, W.S., and Barnett, W.S., eds., 2011. The pre-K debates: current controversies and issues. Baltimore, MD: Brookes.