Posted on April 9, 2022 by childrenslearninginstitute
Published:
November 2021
Publication:
Journal of Educational Psychology
CLI Authors:
Vibhutibala Bhavsar, April Crawford, PhD, Hsien-Yuan Hsu, PhD, Susan H. Landry, PhD, Pauline Monsegue-Bailey, PhD, Cheryl Varhese, PhD, and Tricia A, Zucker, PhD
Abstract:
This study contrasted face-to-face and remote coaching models using an empirically-based professional development model, The Early Education model (TEEM). Child care teachers (n = 174) were randomly assigned to 1 of 3 conditions: remote coaching (n = 59), face-to-face coaching (n = 66), and business-as-usual (n = 49). This study examined intervention effects in addition to coaching modality effects on teacher and child outcomes. Findings suggested that child care teachers who received coaching (regardless of modality) demonstrated improved teaching behaviors compared to the business-as-usual group. Compared to remote coaching, there were also advantages of face-to-face coaching on some teaching behaviors, although these advantages were no longer evident after accounting for teachers’ levels of responsiveness to the intervention. Additionally, although there were no direct effects of the intervention on child outcomes, there was evidence of positive indirect associations of the intervention and coaching modality on child-level outcomes through improvements in teachers’ instructional practices.
Citation:
Crawford, A., Varghese, C., Hsu, H.-Y., Zucker, T., Landry, S., Assel, M., Monsegue-Bailey, P., & Bhavsar, V. (2021). A comparative analysis of instructional coaching approaches: Face-to-face versus remote coaching in preschool classrooms. Journal of Educational Psychology, 113(8), 1609–1627. https://doi.org/10.1037/edu0000691
DOI:
https://doi.org/10.1037/edu0000691
Impact Statement:
Remote and face-to-face coaching models were both found to be effective in improving many child care teachers’ and children’s outcomes. Findings from this study highlight the promise of professional development with coaching and point to the need for making these supports more accessible for early childhood teachers across settings. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
