Increasing Teacher Opportunities to Respond in a Head Start Program Using a Bug-In-Ear Coaching Model.
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| Title: | Increasing Teacher Opportunities to Respond in a Head Start Program Using a Bug-In-Ear Coaching Model. |
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| Authors: | Green, Ambra L.1 (AUTHOR) ambra.green@uta.edu, Olsen, Amanda A.2 (AUTHOR), Nandakumar, Vandana3 (AUTHOR) |
| Source: | Early Childhood Education Journal. Aug2024, Vol. 52 Issue 6, p1107-1119. 13p. |
| Subject Terms: | *Readiness for school, *Head Start programs, *Preschool teachers, *Early childhood teachers, *Teachers, *Preschool children, *Preparedness, Honesty |
| Abstract: | Early childhood teachers play a critical role in the kindergarten readiness of preschool age children. Yet, they often receive little and insufficient training in the use of evidence-based practices that can increase academic success and prevent undesired behaviors. As a result, preschool teachers tend to use more exclusionary practices when disciplining students. A promising strategy for developing the skills of preschool teachers is the use of bug-in-ear coaching, a coaching strategy where a trained individual provides in-the-moment support to a teacher from a location outside of the classroom. This study examined bug-in-ear coaching to support preschool teachers in using opportunities to respond during explicit math instruction. A multiple baseline design across teachers was used to assess the impact of the intervention on the teachers' rates of implementation of opportunities to respond. Bug-in-ear coaching was associated with an increased rate of opportunities to respond for all teachers during the intervention with a functional relation for two out of four teachers. All teachers' rates of opportunities to respond were below their intervention rates during maintenance. Further, teachers reported enjoying the intervention and the opportunity given to improve their practices. Teachers also expressed their desire to have this level of coaching in their centers. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 178316377 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Increasing Teacher Opportunities to Respond in a Head Start Program Using a Bug-In-Ear Coaching Model. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Green%2C+Ambra+L%2E%22">Green, Ambra L.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ambra.green@uta.edu</i><br /><searchLink fieldCode="AR" term="%22Olsen%2C+Amanda+A%2E%22">Olsen, Amanda A.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Nandakumar%2C+Vandana%22">Nandakumar, Vandana</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Aug2024, Vol. 52 Issue 6, p1107-1119. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Readiness+for+school%22">Readiness for school</searchLink><br />*<searchLink fieldCode="DE" term="%22Head+Start+programs%22">Head Start programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+teachers%22">Preschool teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+teachers%22">Early childhood teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br />*<searchLink fieldCode="DE" term="%22Preparedness%22">Preparedness</searchLink><br /><searchLink fieldCode="DE" term="%22Honesty%22">Honesty</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Early childhood teachers play a critical role in the kindergarten readiness of preschool age children. Yet, they often receive little and insufficient training in the use of evidence-based practices that can increase academic success and prevent undesired behaviors. As a result, preschool teachers tend to use more exclusionary practices when disciplining students. A promising strategy for developing the skills of preschool teachers is the use of bug-in-ear coaching, a coaching strategy where a trained individual provides in-the-moment support to a teacher from a location outside of the classroom. This study examined bug-in-ear coaching to support preschool teachers in using opportunities to respond during explicit math instruction. A multiple baseline design across teachers was used to assess the impact of the intervention on the teachers' rates of implementation of opportunities to respond. Bug-in-ear coaching was associated with an increased rate of opportunities to respond for all teachers during the intervention with a functional relation for two out of four teachers. All teachers' rates of opportunities to respond were below their intervention rates during maintenance. Further, teachers reported enjoying the intervention and the opportunity given to improve their practices. Teachers also expressed their desire to have this level of coaching in their centers. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=178316377 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10643-023-01498-4 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 1107 Subjects: – SubjectFull: Readiness for school Type: general – SubjectFull: Head Start programs Type: general – SubjectFull: Preschool teachers Type: general – SubjectFull: Early childhood teachers Type: general – SubjectFull: Teachers Type: general – SubjectFull: Preschool children Type: general – SubjectFull: Preparedness Type: general – SubjectFull: Honesty Type: general Titles: – TitleFull: Increasing Teacher Opportunities to Respond in a Head Start Program Using a Bug-In-Ear Coaching Model. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Green, Ambra L. – PersonEntity: Name: NameFull: Olsen, Amanda A. – PersonEntity: Name: NameFull: Nandakumar, Vandana IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 10823301 Numbering: – Type: volume Value: 52 – Type: issue Value: 6 Titles: – TitleFull: Early Childhood Education Journal Type: main |
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