國立虎尾科技大學 |

Instructional Coaching Across Settings in Preschool Special Education : = Teacher Accounts of How They Become Coaches.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Instructional Coaching Across Settings in Preschool Special Education :/
其他題名:	Teacher Accounts of How They Become Coaches.
作者:	Stash, Lisa M.
面頁冊數:	1 online resource (208 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
Contained By:	Dissertations Abstracts International85-05A.
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9798380872911

Instructional Coaching Across Settings in Preschool Special Education : = Teacher Accounts of How They Become Coaches.
Stash, Lisa M.

Instructional Coaching Across Settings in Preschool Special Education :Teacher Accounts of How They Become Coaches. - 1 online resource (208 pages)

Source: Dissertations Abstracts International, Volume: 85-05, Section: A.

Thesis (Ed.D.)--Neumann University, 2023.

Includes bibliographical references

Instructional change rarely happens easily in educational settings where complex systems and rigid practices may be well-entrenched (Kovacs, 2018). Yet, educators are routinely called to adapt to shifts that occur when new pedagogical practices are integrated into established models of instruction. For teachers to feel good about their craft, it is essential for them to have in-depth understanding of what works and why. The essential driver for this inquiry was to gain understanding of one such shift in instructional paradigm. Coaching is now a scaled-up practice across early intervention, ages birth through five. This study examined the experiences and perceptions of preschool special education (PSE) teachers who were learning to become coaches across early childhood settings. Gaining an understanding of how teachers make shifts in their thinking paves a way toward increased insight into how theory becomes practice. This qualitative case study utilized multiple sources of data to explore the research questions. Semi-structured participant interviews were triangulated with an analysis of related documents. Within this study, adult transformative learning theory was the theoretical lens by which the experiences and perceptions of the PSE teacher-coaches were examined to deepen understanding and meaning (Mezirow, 1997). Themes emerged to suggest support for transformative learning theory in intersection with teacher agency. Navigations of role and identity were also indicated as influencers upon the PSE teachers' journey to become coaches. These findings provide both insights and implications to PSE stakeholders within the field.

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

Mode of access: World Wide Web

ISBN: 9798380872911Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

CoachingIndex Terms--Genre/Form:

554714
Electronic books.

Instructional Coaching Across Settings in Preschool Special Education : = Teacher Accounts of How They Become Coaches.
LDR:03105ntm a22003977 4500 001 1144170
005 20240603070946.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798380872911
035 $a (MiAaPQ)AAI30812628
035 $a AAI30812628
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Stash, Lisa M. $3 1469106
245 1 0 $a Instructional Coaching Across Settings in Preschool Special Education : $b Teacher Accounts of How They Become Coaches.
264 0 $c 2023
300 $a 1 online resource (208 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: 85-05, Section: A.
500 $a Advisor: Scranton, Megan J.;Jones-Layman, Amanda.
502 $a Thesis (Ed.D.)--Neumann University, 2023.
504 $a Includes bibliographical references
520 $a Instructional change rarely happens easily in educational settings where complex systems and rigid practices may be well-entrenched (Kovacs, 2018). Yet, educators are routinely called to adapt to shifts that occur when new pedagogical practices are integrated into established models of instruction. For teachers to feel good about their craft, it is essential for them to have in-depth understanding of what works and why. The essential driver for this inquiry was to gain understanding of one such shift in instructional paradigm. Coaching is now a scaled-up practice across early intervention, ages birth through five. This study examined the experiences and perceptions of preschool special education (PSE) teachers who were learning to become coaches across early childhood settings. Gaining an understanding of how teachers make shifts in their thinking paves a way toward increased insight into how theory becomes practice. This qualitative case study utilized multiple sources of data to explore the research questions. Semi-structured participant interviews were triangulated with an analysis of related documents. Within this study, adult transformative learning theory was the theoretical lens by which the experiences and perceptions of the PSE teacher-coaches were examined to deepen understanding and meaning (Mezirow, 1997). Themes emerged to suggest support for transformative learning theory in intersection with teacher agency. Navigations of role and identity were also indicated as influencers upon the PSE teachers' journey to become coaches. These findings provide both insights and implications to PSE stakeholders within the field.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Special education. $3 567627
650 4 $a Early childhood education. $3 557157
653 $a Coaching
653 $a Early intervention
653 $a Itinerant teachers
653 $a Preschool special education
653 $a Transformative learning
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0529
690 $a 0518
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Neumann University. $b Educational Leadership. $3 1182720
773 0 $t Dissertations Abstracts International $g 85-05A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30812628 $z click for full text (PQDT)