A meta-analysis of the effectiveness of coaching and the contribution of coaching processes to learning outcomes for early childhood teachers and children

被引:1
|
作者
Schachter, Rachel E. [1 ]
Knoche, Lisa L. [2 ]
Lu, Junrong [3 ]
Goldberg, Molly J. [4 ]
Wernick, Paige D. [4 ]
Piasta, Shayne B. [5 ,6 ]
Lancaster, Hope Sparks [7 ]
机构
[1] Univ Illinois, Educ Psychol, 1040 W Harrison St, Chicago, IL 60607 USA
[2] Univ Nebraska, Nebraska Ctr Res Children Youth Families & Sch, Lincoln, NE USA
[3] Univ Nebraska, Dept Educ Psychol, Lincoln, NE USA
[4] Univ Nebraska, Dept Child Youth & Family Studies, Lincoln, NE USA
[5] Ohio State Univ, Dept Teaching & Learning, Columbus, OH USA
[6] Ohio State Univ, Crane Ctr Early Childhood Res & Policy, Columbus, OH USA
[7] Boys Town Natl Res Hosp, Ctr Childhood Deafness Language & Learning, Omaha, NE USA
关键词
Early childhood; Early elementary; Coaching; Professional learning; Meta-analysis; PROFESSIONAL-DEVELOPMENT; IMPLEMENTATION FIDELITY; LITERACY INSTRUCTION; READING-INSTRUCTION; EDUCATORS; INTERVENTION; LANGUAGE; QUALITY; CARE; KNOWLEDGE;
D O I
10.1016/j.ecresq.2025.02.014
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Coaching in early childhood (EC) settings (birth-8 yrs) is a commonly used tool for supporting EC teachers. Yet, research regarding the effectiveness of coaching is mixed, and the "active ingredients" or coaching processes associated with change are understudied. In this study, we examined the effects of coaching on EC teachers' practice, knowledge, and beliefs and child outcomes and the contributions of specific coaching processes, with respect to both overall and unique effects. We meta-analyzed data from 124 studies with 1042 effect sizes. Results indicated overall positive effects of coaching (i.e., compared to no or little professional learning) on teachers' practice, knowledge, and beliefs as well as child outcomes. When considering unique effects (i.e., coaching compared to the same professional learning without coaching), there were no effects on practice but positive effects on child outcomes. Findings for coaching processes were limited, with the coaching process of modeling consistently increasing the effects of coaching for teacher practice and co-teaching decreasing the effects for teacher knowledge and practice. No coaching processes moderated effects on child outcomes. This study is an important step in understanding potential mechanisms within coaching that contribute to change in various teacher and child outcomes.
引用
收藏
页码:156 / 169
页数:14
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