“I Need You to Show Me:” Coaching Early Childhood Professionals

Taylor, Heather F.; McCorkle, Laura S.; Vestal, Amanda R.; Wood, Charles L.

doi:10.1007/s10643-021-01172-7

Cited by 10 publications

(10 citation statements)

References 29 publications

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“…This lack of clarity underscores the need to establish rigorous validation criteria to facilitate educators' access to robust scientific sources. This strategy is aligned with existing literature suggesting that teacher training is a determining factor in the effective incorporation of Evidence-Based Practices (EBPs) in educational settings (H. F. Taylor et al, 2022). In line with this perspective, Kallitsoglou (2020) persuasively argues that any research on the adoption and implementation of evidence-based practices in the early years must consider teachers' attitudes, as these exert a significant influence on the process.…”

Section: Educators Validity Criteriasupporting

confidence: 57%

“…While, when they require practical information, they consider that a fellow teacher with more classroom experience is the right one. As reported in the literature, in the case of educators in the United States, they often turn to the National Association for the Education of Young Children (NAEYC), intending to obtain resources and guidance to implement evidence-based practices (H. F. Taylor et al, 2022).…”

Section: Validity Criteriamentioning

confidence: 99%

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Scientific Information and Validation Criteria in Kindergarten Teachers: An Exploratory Study in Chile

Sepúlveda-Vallejos,

Almonacid-Fierro,

Cifo

et al. 2024

EUROPEAN J ED RES

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<p style="text-align:justify">Teaching is a demanding and complex exercise, exposed to the direct or immediate resolution of multiple problematic situations, whether pedagogical, relational, or socio-affective. The teacher's personal resources are often insufficient to cope with the profession's demands. The research reports that there is a gap between research and educational practice. Hence, the objective of this research was to analyze the criteria used by early childhood educators to attribute validity to the written sources of information that guide their pedagogical decisions. The present study follows a qualitative research methodology. The sample for this study was non-probabilistic and consisted of 18 early childhood educators who participated through semi-structured interviews and discussion groups. The data obtained were analyzed by inductive categorization using NVivo 14. The findings revealed that the validity criteria assigned by the educators about the sources of information related to theoretical aspects is mainly attributed to the texts and authors they know, while those referring to practical aspects are attributed to their own experiences or the other educators at the same level. The results showed that specific information and obtaining it in the shortest possible time were the criteria that determined the use of information sources.</p>

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Section: Educators Validity Criteriasupporting

confidence: 57%

Section: Validity Criteriamentioning

confidence: 99%

Scientific Information and Validation Criteria in Kindergarten Teachers: An Exploratory Study in Chile

Sepúlveda-Vallejos,

Almonacid-Fierro,

Cifo

et al. 2024

EUROPEAN J ED RES

View full text Add to dashboard Cite

show abstract

“…Coaching strategies included modeling, guided practice with feedback, and reflection. The inclusion of coaching and/or consultation is more effective than training in isolation, as specialized coaching and consultation are responsive to teachers' needs and practices in context (Taylor et al, 2022). Coaching provides teachers with the opportunity to reflect on their practice and transfer knowledge and skills acquired through training into their practices.…”

Section: Discussionmentioning

confidence: 99%

Trauma-informed Interventions in Early Childhood Education and Care Settings: A Scoping Review

Sun

Blewitt

Minson

et al. 2023

Trauma, Violence, & Abuse

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Trauma in early childhood is a significant public health concern. Early Childhood Education and Care (ECEC) services are uniquely positioned to buffer the negative impact of early childhood trauma on children. This scoping review synthesized studies evaluating trauma-informed interventions in ECEC settings through a systematic search of four relevant online databases (PsycINFO, Medline, ERIC, A+ Education). Fourteen studies met the inclusion criteria, with 12 ECEC center-based trauma-informed interventions evaluated. Types and components of trauma-informed interventions, outcomes, and measures are presented. Findings suggest that trauma-informed interventions in ECEC settings are nascent but growing. Increasingly, programs are adopting multi-tiered system of support to address early childhood trauma, with these models suggesting promising results. The predominant focus of ECEC center-based trauma-informed interventions was upskilling teachers through training and coaching, with studies focused on assessment of teacher-level outcomes. Child, organization, and caregiver-level outcomes are not explored to the same extent, with evaluation of organizational outcomes relying predominately on qualitative methods. Whilst the short-term outcomes of trauma-informed approaches in ECEC have been examined, longer-term impacts and the causal mechanistic pathways of such programs have yet to be explored.

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“…In this study, supervision refers to overseeing, assessing, and guiding teachers' classroom practice to sustain and advance professional growth. Internationally, this type of supervision has correlated with positive outcomes for teachers and children's development (Brandon et al, 2018;Onchwari & Keengwe, 2008;Taylor et al, 2022).…”

Section: Justifying Investment In Supervisionmentioning

confidence: 99%

Supervision Encounters “That Are Not So Nice”: Experiences of Teachers in Guyana

Semple-McBean,

Drakes,

Peters

2024

JEL

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Expected positive outcomes of teacher supervision in Guyana are not always achieved. This qualitative study explores forces that may be hindering desirable outcomes of supervision provided by Nursery Field Officers (NFOs) and is intended to be an attempt to improve practice. Through thematic analysis of interviews with 30 teachers, five critical areas of undesirable encounters were discovered. These encounters were framed as fault-finding, controlling and mechanically oriented, unproductive, emotionally unsettling, and disruptive. Caution about the danger of identification of pedagogical weaknesses in the absence of accompanying solutions and recommendations is flagged, and remedial strategies are identified. The findings reframe, reinforce, and complement existing knowledge about educational supervision, serve to chronicle Guyanese teachers’ experiences with the supervision of NFOs, and might be informative to professional development programs that rely on supervision to sustain pedagogical growth. Program providers and other stakeholders might find the teachers’ experiences a reference point to consider critical issues regarding the quality of and approach to supervision.

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“I Need You to Show Me:” Coaching Early Childhood Professionals

Cited by 10 publications

References 29 publications

Scientific Information and Validation Criteria in Kindergarten Teachers: An Exploratory Study in Chile

Scientific Information and Validation Criteria in Kindergarten Teachers: An Exploratory Study in Chile

Trauma-informed Interventions in Early Childhood Education and Care Settings: A Scoping Review

Supervision Encounters “That Are Not So Nice”: Experiences of Teachers in Guyana

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