國立虎尾科技大學 |

The Effects of Professional Development and Email Coaching Targeting Teacher-Implemented Relationship Strategies on Children's Social Interactions in an Inclusive Kindergarten Classroom.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Effects of Professional Development and Email Coaching Targeting Teacher-Implemented Relationship Strategies on Children's Social Interactions in an Inclusive Kindergarten Classroom./
作者:	Locchetta, Brandy M.
面頁冊數:	1 online resource (79 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
Contained By:	Dissertations Abstracts International85-03A.
標題:	Educational sociology. -
電子資源:	click for full text (PQDT)
ISBN:	9798380168502

The Effects of Professional Development and Email Coaching Targeting Teacher-Implemented Relationship Strategies on Children's Social Interactions in an Inclusive Kindergarten Classroom.
Locchetta, Brandy M.

The Effects of Professional Development and Email Coaching Targeting Teacher-Implemented Relationship Strategies on Children's Social Interactions in an Inclusive Kindergarten Classroom. - 1 online resource (79 pages)

Source: Dissertations Abstracts International, Volume: 85-03, Section: A.

Thesis (Ph.D.)--Vanderbilt University, 2023.

Includes bibliographical references

Nurturing, 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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380168502Subjects--Topical Terms:

555555
Educational sociology.
Subjects--Index Terms:

CoachingIndex Terms--Genre/Form:

554714
Electronic books.

The Effects of Professional Development and Email Coaching Targeting Teacher-Implemented Relationship Strategies on Children's Social Interactions in an Inclusive Kindergarten Classroom.
LDR:03333ntm a22004217 4500 001 1144168
005 20240603070945.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798380168502
035 $a (MiAaPQ)AAI30722236
035 $a (MiAaPQ)0242vireo1809Locchetta
035 $a AAI30722236
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Locchetta, Brandy M. $3 1469103
245 1 4 $a The Effects of Professional Development and Email Coaching Targeting Teacher-Implemented Relationship Strategies on Children's Social Interactions in an Inclusive Kindergarten Classroom.
264 0 $c 2023
300 $a 1 online resource (79 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
500 $a Advisor: Hemmeter, Mary Louise.
502 $a Thesis (Ph.D.)--Vanderbilt University, 2023.
504 $a Includes bibliographical references
520 $a Nurturing, 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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational sociology. $3 555555
650 4 $a Educational leadership. $3 585508
650 4 $a Early childhood education. $3 557157
650 4 $a Special education. $3 567627
653 $a Coaching
653 $a Social interactions
653 $a Classroom community
653 $a Professional development
653 $a Social-emotional development
655 7 $a Electronic books. $2 local $3 554714
690 $a 0529
690 $a 0518
690 $a 0449
690 $a 0340
710 2 $a Vanderbilt University. $3 1178871
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-03A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30722236 $z click for full text (PQDT)