Integrating Professional Development Content and Formative Assessment with the Coaching Process: The Texas School Ready Model

被引：16

作者：

Crawford, April ^{[1
]}

Zucker, Tricia ^{[1
]}

Van Horne, Bethanie ^{[1
]}

Landry, Susan ^{[1
]}

机构：

[1] Univ Texas Hlth Sci Ctr Houston, Childrens Learning Inst, 7000 Fannin,Suite 1900, Houston, TX 77062 USA

来源：

THEORY INTO PRACTICE | 2017年 / 56卷 / 01期

关键词：

TEACHERS; LANGUAGE; IMPACT;

D O I：

10.1080/00405841.2016.1241945

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Instructional coaching is becoming common in early childhood programs to provide individualized, job-embedded professional development. Yet relatively few studies have tried to unpack the coaching process and delineate the specific features of coaching that contribute to teacher change. In this article, we describe an evidence-based preschool-quality improvement program, Texas School Ready (TSR), attending to the integration of program content and coaching process made possible through a defined competency framework and technology-driven tools that aid coaches in providing high-quality mentoring.

引用

页码：56 / 65

页数：10

共 23 条

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