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Direct linkConroy, Maureen A.; Sutherland, Kevin S.; Granger, Kristen L.; Marcoulides, Katerina M.; Feil, Edward; Wright, Jessica; Ramos, Mayra; Montesion, Alexandra – Journal of Early Intervention, 2022
This study examined the effects of the BEST in CLASS intervention professional development component when delivered online in comparison with in person and a control group. A total of 29 early childhood teachers serving young children demonstrating challenging behaviors were included as participants. Data were collected on teachers' classroom…
Descriptors: Teaching Methods, Program Effectiveness, Faculty Development, Electronic Learning
Hanno, Emily C. – Educational Researcher, 2022
Coaching is an increasingly used professional development approach involving ongoing, individualized teacher-coach exchanges hypothesized to drive immediate changes in teachers' practices with students. Examining this hypothesis, the present study quantifies marginal changes after individual coaching cycles in a set of commonly considered,…
Descriptors: Educational Quality, Coaching (Performance), Faculty Development, Educational Change
Gullnar Syed; Hannah Kelly; Todd Grindal; Emma Terrell – SRI Education, a Division of SRI International, 2025
Effective instructional coaching has long demonstrated positive impacts on teacher practices and early learning outcomes. Providing effective instructional coaching at scale is a challenge that many state and local systems tackle. This case study report highlights four systems (Alabama, AppleTree, Maine, and Washington) that are uniquely…
Descriptors: Early Childhood Education, Preschool Teachers, Coaching (Performance), Faculty Development
Jason T. Downer; Nicole B. Doyle; Robert C. Pianta; Margaret Burchinal; Samuel Field; Bridget K. Hamre; Jennifer LoCasale-Crouch; Carollee Howes; Karen LaParo; Catherine Scott-Little – Early Education and Development, 2024
A sample of 496 early childhood teachers was assigned randomly in two phases to a series of professional development (PD) interventions. Phase I intervention was a 14-week course on effective teacher-child interactions. Participants were then re-randomized into Phase II intervention, which consisted of individual, interactions-focused coaching.…
Descriptors: Coaching (Performance), Teacher Student Relationship, Literacy Education, Preschool Teachers
Maureen A. Conroy; Kevin S. Sutherland; Kristen L. Granger; Katerina M. Marcoulides; Edward Feil; Jessica Wright; Mayra Ramos; Alexandra Montesion – Grantee Submission, 2022
This study examined the effects of the BEST in CLASS intervention professional development component when delivered online in comparison with in person and a control group. A total of 29 early childhood teachers serving young children demonstrating challenging behaviors were included as participants. Data were collected on teachers' classroom…
Descriptors: Professional Development, Intervention, Early Childhood Teachers, Behavior Problems
Anne Partika; Sarah Gerard; Todd Grindal; Gullnar Syed; Morgan Solender – Society for Research on Educational Effectiveness, 2024
Background & Context: Accurate, reliable, and scalable measurement of classroom quality is critical to ensure that children benefit from early childhood programs. Early childhood classroom quality is most commonly measured using classroom observation tools serving multiple purposes including (1) teacher support (e.g., coaching, professional…
Descriptors: Video Technology, Classroom Observation Techniques, Barriers, Faculty Development
Piasta, Shayne B.; Farley, Kristin S.; Mauck, Susan A.; Soto Ramirez, Pamela; Schachter, Rachel E.; O'Connell, Ann A.; Justice, Laura M.; Spear, Caitlin F.; Weber-Mayrer, Melissa – Journal of Educational Psychology, 2020
Professional development (PD) is a potentially important mechanism for enhancing classroom practices and children's learning. In this large-scale randomized controlled trial, we examined the effectiveness of language and literacy PD, with and without coaching, offered at scale to early childhood educators (n = 546) across 1 state. Relative to the…
Descriptors: Faculty Development, Phonological Awareness, Literacy Education, Classroom Techniques
