Coaching Early Childhood Special Educators to Implement a Comprehensive Model for Promoting Young Children’s Social Competence

By L. Fox, M. Hemmeter, Patricia A. Snyder, Denise Perez Binder, Shelley Clarke. 2011

206 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/aa67ac8e094786eb2eaa2f768f687affc2622c32

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In Clinical Psychology

In Developmental and Educational Psychology

In Education

Citations in the corpus

Early Childhood Teachers’ Use of Effective Instructional Practices and the Collateral Effects on Young Children’s Behavior (2014, background): “…increase their use of those practices within their classroom settings and an increase in teachers’ use of these practices is often accompanied by changes in children’s behaviors (see Fox et al., 2011; Fullerton et al., 2009; Hemmeter et al., 2011; Smith et al., 2011; Stormont et al., 2011).”
Supporting Implementation of Evidence-Based Practices Through Practice-Based Coaching (2015, background): “…have been explored empirically are expert face-to-face coaching (Conroy, Sutherland, Algina, et al., 2014; Conroy, Sutherland, Vo, et al., 2014; Fox et al., 2011; Hemmeter et al., 2015; Snyder, Hemmeter, McLean, Sandall, McLaughlin, & Algina, 2015), expert web-mediated distance coaching…”
Evaluating the Implementation of the Pyramid Model for Promoting Social-Emotional Competence in Early Childhood Classrooms (2016, result): “The use of coaching, with performance feedback, as part of a PD approach for practice change has been validated in several preschool intervention studies with promising results (e.g., Fox et al., 2011; Hemmeter et al., 2011; Powell, Diamond, Burchinal, & Koehler, 2010).”
Effects of Training and Coaching With Performance Feedback on Teachers’ Use of Pyramid Model Practices (2015, methodology): “The intervention procedures used in this study were consistent with our previous work (e.g., Fox et al., 2011; Hemmeter et al., 2011).”
Critical features of effective coaching for early childhood educators: a review of empirical research literature (2019, background): “…14 Dennis and Horn (2014)a language/literacy 3 f, o, rf, t nr nr Domitrovich et al. (2009a) language/literacy 84 f, Gs, iG, m, o, rf, rs, t 1 year ~40b fox et al. (2011)a social-emotional 3 a, f, Gs, m, o, rs, t 3–7 weeksb 6–14 friedman and Woods (2015)a interactions, general 3 f, iG, m,…”