Publication Date
| In 2025 | 1 |
| Since 2024 | 2 |
| Since 2021 (last 5 years) | 4 |
| Since 2016 (last 10 years) | 4 |
| Since 2006 (last 20 years) | 4 |
Descriptor
Source
| Annenberg Institute for… | 1 |
| Grantee Submission | 1 |
| Journal of Early Childhood… | 1 |
| Journal of Educational… | 1 |
Author
| Assel, Michael | 2 |
| Crawford, April | 2 |
| Hsu, Hsien-Yuan | 2 |
| Landry, Susan | 2 |
| Monsegue-Bailey, Pauline | 2 |
| Varghese, Cheryl | 2 |
| Zucker, Tricia | 2 |
| Bhavsar, Vibhutibala | 1 |
| Douglas Mosher | 1 |
| Ethan Scherer | 1 |
| Gary E. Bingham | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 4 |
| Journal Articles | 2 |
Education Level
| Early Childhood Education | 4 |
| Preschool Education | 3 |
| Elementary Education | 1 |
| Grade 3 | 1 |
| Primary Education | 1 |
Audience
Laws, Policies, & Programs
| Head Start | 1 |
Assessments and Surveys
| Expressive One Word Picture… | 2 |
| Preschool Language Scale | 2 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkJentry S. Barrett; Hayley Jackson; Rachel E. Schachter; Hope K. Gerde; Gary E. Bingham – Journal of Early Childhood Teacher Education, 2024
Coaching is a popular mechanism for supporting teachers' improved use of teaching strategies. However, relatively little is known about which coaching processes are used or how those are implemented, especially in emerging formats like online asynchronous coaching. We used a multiple-case study design to examine coaching logs from an asynchronous…
Descriptors: Preschool Teachers, Faculty Development, Coaching (Performance), Intervention
Crawford, April; Varghese, Cheryl; Hsu, Hsien-Yuan; Zucker, Tricia; Landry, Susan; Assel, Michael; Monsegue-Bailey, Pauline; Bhavsar, Vibhutibala – Journal of Educational Psychology, 2021
This study contrasted face-to-face and remote coaching models using an empirically-based professional development model, The Early Education model (TEEM). Child care teachers (n = 174) were randomly assigned to 1 of 3 conditions: remote coaching (n = 59), face-to-face coaching (n = 66), and business-as-usual (n = 49). This study examined…
Descriptors: Coaching (Performance), Faculty Development, Preschool Teachers, Program Effectiveness
Download full textCrawford, April; Varghese, Cheryl; Hsu, Hsien-Yuan; Zucker, Tricia; Landry, Susan; Assel, Michael; Monsegue-Bailey, Pauline; Vibhutibala Bhavsar, – Grantee Submission, 2021
This study contrasted face-to-face and remote coaching models using an empirically-based professional development model, The Early Education model (TEEM). Child care teachers (n = 174) were randomly assigned to 1 of 3 conditions: remote coaching (n = 59), face-to-face coaching (n = 66), and business as-usual (n = 49). This study examined…
Descriptors: Coaching (Performance), Faculty Development, Preschool Teachers, Program Effectiveness
Jackie E. Relyea; Joshua B. Gilbert; Mary Burkhauser; Ethan Scherer; Douglas Mosher; Zhongyu Wei; Johanna Tvedt; James S. Kim – Annenberg Institute for School Reform at Brown University, 2025
Scaling up evidence-based educational interventions to improve student outcomes presents challenges, especially when adapting to new contexts while maintaining fidelity. Structured teacher adaptations that integrate the strengths of experimental science (high fidelity) and improvement science (high adaptation) offer a viable solution to bridge the…
Descriptors: Grade 3, Electronic Learning, Literacy Education, Media Adaptation
