Iterative Design and Pilot Implementation of a Tiered Coaching Model to Support Socio-Emotional Teaching Practices

IF 2 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education Pub Date : 2021-10-21 DOI:10.1177/02711214211050122

Kathleen Artman-Meeker, Angel Fettig, Jennifer E. Cunningham, Huan-Ching Chang, Gounah Choi, S. Harbin

引用次数: 1

Abstract

We used an iterative process to design the Tiered Coaching Model (TCM) to support preschool teachers’ implementation of the Pyramid Model. In the TCM, teachers are matched to one of three coaching tiers based on their observed classroom practices, individual characteristics, and preferences. Those tiers were self-guided coaching, small group coaching, and individual coaching. We describe TCM model development and two field tests exploring its potential usability and effectiveness. In Field Test 1, the model was tested with 16 lead preschool teachers. Focus groups and teacher feedback informed systematic model revisions. In Field Test 2, we gathered preliminary findings from an additional 24 teachers. All teachers across coaching tiers and field tests increased their use of Pyramid Model practices while engaging in the TCM, providing promising evidence for wider demonstrations and future rigorous evaluations of the model.

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支持社会情感教学实践的分层辅导模式的迭代设计和试点实施

我们使用迭代过程来设计分层辅导模型（TCM），以支持幼儿教师实施金字塔模型。在中医课程中，教师根据他们观察到的课堂实践、个人特征和偏好，选择三个辅导级别中的一个。这些层次包括自我指导辅导、小组辅导和个人辅导。我们描述了TCM模型的开发和两个现场测试，以探索其潜在的可用性和有效性。在现场测试1中，对该模型进行了测试，测试对象为16名学前教师。焦点小组和教师反馈为系统的模型修订提供了信息。在现场测试2中，我们从另外24名教师那里收集了初步结果。所有教练级别和现场测试的教师在参与中医学的同时，都增加了金字塔模型实践的使用，为更广泛的演示和未来对该模型的严格评估提供了有希望的证据。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Topics in Early Childhood Special Education EDUCATION, SPECIAL-

CiteScore

4.60

自引率

4.80%

发文量

期刊介绍： Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.