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The Effects of Professional Development and Email Coaching Targeting Teacher-Implemented Relationship Strategies on Children's Social Interactions in an Inclusive Kindergarten Classroom- [electronic resource]
The Effects of Professional Development and Email Coaching Targeting Teacher-Implemented Relationship Strategies on Children's Social Interactions in an Inclusive Kindergarten Classroom- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101931
- ISBN
- 9798380168502
- DDC
- 371
- 서명/저자
- The Effects of Professional Development and Email Coaching Targeting Teacher-Implemented Relationship Strategies on Childrens Social Interactions in an Inclusive Kindergarten Classroom - [electronic resource]
- 발행사항
- [S.l.]: : Vanderbilt University., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(79 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
- 주기사항
- Advisor: Hemmeter, Mary Louise.
- 학위논문주기
- Thesis (Ph.D.)--Vanderbilt University, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약Nurturing, responsive relationships between teachers and young children and between children and their peers are critically important predictors of lifelong positive outcomes (Jones et al., 2015; DeLay et al., 2016; Hanish et al., 2016). By prioritizing strategies that promote and sustain these types of relationships with and between children, teachers can create a more positive classroom community. With training and coaching, teachers can successfully implement a variety of strategies that promote positive relationships with and between children (e.g., Artman-Meeker et al., 2021; Locchetta & Barton., in prep). However, few studies examine the effect of teacher implemented interventions on associated child outcomes (e.g., Hemmeter et al., 2021; Hemmeter et al., 2016). In this study, a multiple-probe across routines design was used to examine whether professional development with email coaching and a teacher's use of positive relationships strategies increase the frequency of positive child social interactions with teachers and peers. Though a functional relation was not identified between the intervention and target children's positive social interactions with adults and peers, there was a relation between the intervention and target children's average positive social interactions in two of four routines, and children's social interactions became more stable in a third routine. Additionally, increases in social interactions maintained at levels higher than baseline in one routine three months following intervention. These changes in social interactions also produced modest improvements on the TPOT-K and a subset of items on the ICP from pre- to post-test. Limitations and implications for research and practice are also discussed.
- 일반주제명
- Special education.
- 일반주제명
- Educational leadership.
- 일반주제명
- Educational sociology.
- 키워드
- Coaching
- 기본자료저록
- Dissertations Abstracts International. 85-03A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520240214101931
■006m o d
■007cr#unu||||||||
■020 ▼a9798380168502
■035 ▼a(MiAaPQ)AAI30722236
■035 ▼a(MiAaPQ)0242vireo1809Locchetta
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aLocchetta, Brandy M.
■24510▼aThe Effects of Professional Development and Email Coaching Targeting Teacher-Implemented Relationship Strategies on Children's Social Interactions in an Inclusive Kindergarten Classroom▼h[electronic resource]
■260 ▼a[S.l.]:▼bVanderbilt University. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(79 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-03, Section: A.
■500 ▼aAdvisor: Hemmeter, Mary Louise.
■5021 ▼aThesis (Ph.D.)--Vanderbilt University, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aNurturing, responsive relationships between teachers and young children and between children and their peers are critically important predictors of lifelong positive outcomes (Jones et al., 2015; DeLay et al., 2016; Hanish et al., 2016). By prioritizing strategies that promote and sustain these types of relationships with and between children, teachers can create a more positive classroom community. With training and coaching, teachers can successfully implement a variety of strategies that promote positive relationships with and between children (e.g., Artman-Meeker et al., 2021; Locchetta & Barton., in prep). However, few studies examine the effect of teacher implemented interventions on associated child outcomes (e.g., Hemmeter et al., 2021; Hemmeter et al., 2016). In this study, a multiple-probe across routines design was used to examine whether professional development with email coaching and a teacher's use of positive relationships strategies increase the frequency of positive child social interactions with teachers and peers. Though a functional relation was not identified between the intervention and target children's positive social interactions with adults and peers, there was a relation between the intervention and target children's average positive social interactions in two of four routines, and children's social interactions became more stable in a third routine. Additionally, increases in social interactions maintained at levels higher than baseline in one routine three months following intervention. These changes in social interactions also produced modest improvements on the TPOT-K and a subset of items on the ICP from pre- to post-test. Limitations and implications for research and practice are also discussed.
■590 ▼aSchool code: 0242.
■650 4▼aSpecial education.
■650 4▼aEarly childhood education.
■650 4▼aEducational leadership.
■650 4▼aEducational sociology.
■653 ▼aCoaching
■653 ▼aSocial interactions
■653 ▼aClassroom community
■653 ▼aProfessional development
■653 ▼aSocial-emotional development
■690 ▼a0529
■690 ▼a0518
■690 ▼a0449
■690 ▼a0340
■71020▼aVanderbilt University.
■7730 ▼tDissertations Abstracts International▼g85-03A.
■773 ▼tDissertation Abstract International
■790 ▼a0242
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16935432▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
