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About this paper symposium
| Panel information |
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| Panel 18. School Readiness/Childcare |
| Paper #1 | |
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| The Impacts of Early Childhood Coaching on Teachers’ Social-Emotional Practices and Children’s Learning Outcomes | |
| Author information | Role |
| Lisa L. Knoche, Ph.D., University of Nebraska-Lincoln, United States | Presenting author |
| Rachel E. Schachter, University of Illinois-Chicago, United States | Non-presenting author |
| Hope Sparks Lancaster, Boys Town National Research Hospital, United States | Non-presenting author |
| Shayne B. Piasta, The Ohio State University, United States | Non-presenting author |
| Abstract | |
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Introduction: Children’s social emotional (SE) skill development is characterized by children’s capacities for emotion regulation, behavior management, prosocial interactions, and developing relationships and predicts outcomes into adulthood (Hong et al., 2019). Although SE skills are widely considered precursors to achievement, serious behavioral challenges are among the most widespread and chronic early childhood (EC) problems (Pastor et al., 2012) and only have been exacerbated since the COVID-19 pandemic with a three-fold increase in prevalence among preschoolers (Jing et al., 2024). Children who present significant behavioral challenges are on a trajectory that, if unaddressed, often leads to long-term negative outcomes at a significant cost to children, families, schools, and communities (Pastor et al., 2012). Providing experiences during preschool to ameliorate negative behaviors and promote positive social skills is critical. Early childhood (birth-8) teachers are an essential link in fostering the development of young children’s SE skills (Hong et al., 2019). Coaching is one professional learning method that has been used extensively for developing EC teachers’ skills in promoting SE (Schachter et al., 2023) and includes coaching interactions between coaches and teachers. Yet, research regarding coaching’s effectiveness is mixed, with limited understanding as to whom and in what contexts coaching is most efficacious. In this meta-analysis of the early childhood coaching literature, we investigated the effects of EC coaching on teachers’ SE practices and children’s learning outcomes, and explored school, teacher, and child characteristics as moderators of effectiveness to help unpack the mixed results of coaching effectiveness. Methods: The sample was drawn from a broader meta-analysis of EC coaching that included 361 articles. The current study drew from this article pool by identifying all causal articles (e.g., RCTs & quasi-experimental studies) and then selecting those that targeted teachers’ SE practices (n=35, k=196) and children’s learning outcomes (n=42, k=307). We coded studies for school (program type, grade), teacher (experience, relevant degree), and child characteristics (majority sample: low SES, bilingual, ethnicity, special education). We computed Hedge’s g with small sample corrections (Hedges, 1981) and ran random effects models (Tanner-Smith & Tipton, 2014) using robust variance estimation. Results: Coaching significantly impacted teachers’ SE practices (g=0.55) and child outcomes (g=0.26) compared to non-coaching condition (Table 1). For child outcomes, moderation analyses showed effects were significantly smaller for coaching when studies included a majority of bilingual (ß=-0.17, g=0.06; p<.05) and Latino (ß=-0.16, g=0.08; p<.05) children. No other school, teacher, or child characteristics significantly moderated the effects of coaching for teachers’ SE practices or children’s learning outcomes. Conclusions: EC coaching has a large effect on teachers’ SE practices and children’s learning outcomes, with some moderated effects for child outcomes but not teacher practices. Coaching may be a beneficial support for promoting SE in EC. The limited effectiveness of coaching when a majority of students were bilingual or Latino might result if interventions were not designed to meet the specific needs of these learners. More study is warranted with larger samples to fully understand the conditions that promote or hinder the effectiveness of coaching. |
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| Paper #2 | |
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| Virtual Coaching within an Online Professional Learning System to Promote Teacher Engagement and Children’s Literacy | |
| Author information | Role |
| Hope K. Gerde, Ph.D., Texas A&M University, United States | Presenting author |
| Gary E. Bingham, Georgia State University, United States | Non-presenting author |
| Rachel E. Schachter, University of Illinois Chicago, United States | Non-presenting author |
| Jentry S. Barrett, University of Nebraska-Lincoln, United States | Non-presenting author |
| Hayley Jackson, University of Nebraska-Lincoln, United States | Non-presenting author |
| Abstract | |
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Introduction/Hypotheses: Our professional learning (PL) system, iWRITE, was developed through an iterative approach in partnership with Head Start teachers and leverages key features of adult learning theory (Knowles et al., 2014) and evidence-based practices in PL (e.g., Snell et al., 2020) including coaching and educational technology (Koehler et al., 2005) to create engaging online PL for early educators. We expected participating teachers to engage in the intervention and increase their use of effective practices and for children’s early writing skills to be higher in treatment vs. control classrooms. The Intervention: The iWRITE PL includes eight learning modules comprised of content text and images about writing development, as well as creating environments and teaching strategies to support writing, exemplar videos of practice, and two practice-based assignments per module. The practice-based assignments included planning and reflection questions, space to upload images/videos of teachers’ implementations, and an online discussion space where teachers receive feedback and communicate with their coach. Methods: The RCT engaged 54 Head Start teachers and 497 4-year-old children. Outcome data from teachers and children as well as fidelity data of teachers’ engagement were gathered to identify the effects of the PL. We used a multiple-case study design to examine coaching logs from the intervention website to build coach profiles. We examined the strategies that coaches used to support teachers’ writing instruction, how they created relationships with the teachers, and how teachers responded to those strategies within the asynchronous context. Results: ANCOVA analysis identified that teachers who participated in iWRITE demonstrated significantly higher final scores (6.4 points higher, d=.9, p<.001) for the writing subscale of ELLCO and on the ELLCO total (d=1.4, p=.001) than control teachers (Authors, 2023). ANCOVA analysis revealed that children in classrooms of teachers who optimally engaged in the iWRITE had higher writing outcomes (e.g., letter writing F=7.92, p=.005, spelling F=12.73, p=.0005) than children in classrooms of teachers who did not. iWRITE system analytics noted that 64% of teachers optimally engaged. Qualitative analysis comparing coach profiles identified that coaches followed a similar general approach to coaching (i.e., providing an observation and feedback specific to the teacher and the artifact (image/video) and asking for more information typically via reflection questions. Coaches varied on the depth of these interactions. That is, coaches varied widely on the detail provided about the observation and the individualized nature of the feedback. Unfortunately, teachers responded only to about half (56.25%) of the requests for more information or reflection. Further analysis found that teachers responded to the coaches more often and completed more of the iWRITE modules when coaches enacted deeper-level relationship building moves. When coaches provided detailed observation about classroom practices linked with differentiated feedback to teachers this supported coaching retention. Furthermore, coaches’ positioning within the intervention seemed to influence their overall relationship with teachers; specifically, having to be both coach and fidelity manager seemed to impair the relationship between coach and teacher. Findings from the study provide guidance for the design of PL programs with remote coaching that effectively engage teachers. |
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| Paper #3 | |
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| An Exploration of Early Childhood Coach Practices and Associations with Quality Improvement | |
| Author information | Role |
| Cheryl Varghese, University of Texas Health Science Center at Houston, United States | Presenting author |
| April Crawford, University of Texas Health Science Center at Houston, United States | Non-presenting author |
| Kelly Vaughn, University of Texas Health Science Center at Houston, United States | Non-presenting author |
| Keisey Fumero, University of Texas Health Science Center at Houston, United States | Non-presenting author |
| Yoonkyung Oh, University of Texas Health Science Center at Houston, United States | Non-presenting author |
| Abstract | |
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Introduction/Hypotheses: Despite the growing use of coaching in early childhood (EC), the variability of coach practices have made coaching models a “black box.” Although there are inconsistencies in how coaching is typically implemented in routine EC settings, there is general agreement about the types of coaching competencies (e.g., attitudes, skills, behaviors, knowledge) that make coaching effective. These competencies include, for example, abilities to engage teachers in reflective conversations or to demonstrate learning activities. In the current study, we drew from repeated implementation and refinement of an empirically-tested, coaching-based professional development model, The Early Education Model (TEEM) to isolate coaching competencies hypothesized to contribute to quality improvement (QI) initiatives. This resulted in a coaching competency framework, which includes 69 discrete coaching competencies that span six areas (ranges from relational qualities of coach-teacher relationships to specific coaching strategies such as modeling or feedback). In this two-phase study, we used the coaching competency framework to examine (a) the types of routine coaching practices and (b) how the specific coaching practices are linked to QI initiatives. We hypothesized variability across coaching competencies and positive associations between the coaching competencies implementation of QI initiatives. Study Population & Methods: In the first phase, we examined the variability and use of coaching competencies across 250 EC coaches working across child care, public pre-k, and Head Start classrooms. Trained and reliable reviewers coded videos of coaches’ interactions with EC teachers using the coach competency framework. We then used the coded data to apply item response theory and latent class analysis methods to identify difficulty levels of coach competencies and trends of competencies demonstrated across submissions. In the second phase, we used a smaller subset of the coach sample (n = 94) to examine correlations between the coach competencies and key QI indicators (e.g., quality of action plans). Follow up analyses will be conducted to examine correlations between coach competencies and specific teaching behaviors. Results: In the first phase, findings showed lower difficulty levels (and more frequent demonstration) of coaching competencies related to areas of coach-teacher interactions (e.g., maintaining positive rapport) and providing one-on-one feedback (e.g., content-focused feedback, referencing learning guidelines). On the other hand, competencies related to in-classroom modeling, reflective conversations, and supporting data-based decision-making (e.g., analyzing data) were more challenging (or less frequently demonstrated) skills for coaches. Based on difficulty levels, three groupings of coaching competencies emerged (foundational, intermediate, and advanced). EC coaches demonstrated 56% of foundational, 31% of intermediate, and 15% of advanced coaching competencies. In the second phase, findings showed that increased coaching competencies were positively related to the quality of QI plans (a proxy for engagement with a QI initiative). Coaching competencies were positively related to qualities of actionability (r = 0.31, p < 0.001), professional development opportunities (r = 0.21, p < 0.001), and practice-based learning opportunities (r = 0.28, p < 0.001) included in the plan. Taken together, study findings show that there is variability in how coaching is implemented in routine practice, but that increased coach competency can support implementation of QI initiatives. |
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Investigations of Early Childhood Coaching Models to Support Quality Improvement Initiatives: Key Lessons for Implementation
Submission Type
Paper Symposium
Description
| Session Title | Investigations of Early Childhood Coaching Models to Support Quality Improvement Initiatives: Key Lessons for Implementation |