Using coaching to increase preschool teachers’ use of emergent literacy teaching strategies ☆

By W. Hsieh, M. Hemmeter, J. Mccollum, M. Ostrosky. 2009

115 citations recorded by the source corpus.

How researchers see this paper

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Coaching Early Childhood Special Educators to Implement a Comprehensive Model for Promoting Young Children’s Social Competence (2011, background): “…to other early childhood professional development research studies that document the importance of coaching in addition to workshop training to support modifications or changes in teacher practices (Hsieh et al., 2009; Neuman & Cunningham, 2009; Pianta, Mashburn, Downer, Hamre, & Justice, 2008).”
A Course on Effective Teacher-Child Interactions (2012, background): “Most of these newer, empirically supported approaches to professional development provide some combination of curriculum training and classroom-based coaching to teachers (Bierman et al., 2008; Domitrovich et al., 2008; Hsieh et al., 2009; Pianta et al., 2008; Raver et al., 2008).”
Critical features of effective coaching for early childhood educators: a review of empirical research literature (2019, background): “In 40% of cases, reflection was used to support planning or goal-setting (n = 21) (e.g. Pianta et al. 2008, Hsieh et al. 2009, Wasik and Hindman 2011, Piasta et al. 2012, McCollum et al. 2013).”