Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness

By Robert C. Pianta, B. Hamre, Jason T. Downer, Margaret R. Burchinal, Amanda P. Williford, Jennifer LoCasale-Crouch, C. Howes, Karen M. La Paro, Catherine Scott-Little. 2017

113 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/45c8c66764f03714ef98ab436bf3b07cea3f2b05

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Margaret R. Burchinal
2. David Blazar
3. Dylan Hogan
4. M. Kraft

In Education

1. David Blazar
2. M. Kraft
3. Margaret R. Burchinal
4. Dylan Hogan
5. Lorna M. Porter
6. D. Liebowitz
7. Robert C. Pianta
8. Christopher Redding

Citations in the corpus

• Measuring Early Care and Education Quality (2018, result): “However, in recent experimental studies that manipulated process quality, no children’s outcomes changed, despite large increases in ERS (14) or CLASS (15, 16).”
• The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence (2018, background): “Among the 60 studies we reviewed, only five reported outcomes from a follow-up year after coaching had ended (Allen, Pianta, Gregory, Mikami, & Lun, 2011; Blazar & Kraft, 2015; Garet et al., 2008; Pianta et al., 2017; Teemant, 2014).”