Pedagogy
Studies and Initiatives
Effectiveness of Coaching on the Promotion of Parent Competence and Confidence
The purpose of this line of research is to determine the extent to which coaching promotes
the competence and confidence of parents in supporting the growth and development of their
children. Current studies include Early Head Start teachers and parents enrolled in a
home-based Early Head Start Program in rural western North Carolina; and early intervention
practitioners and parents enrolled in early intervention programs in two other states.
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The purpose of this CASE study is to analyze the influences of both personal and environmental
(work setting) factors on practitioner responsiveness to supervisory coaching. A major focus
of this study is examining the extent to which practitioner beliefs and attitudes influence
their receptiveness to coaching regarding specific skill development.
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The purpose of this study is to determine the extent to which the use or nonuse of
coaching characteristics influences learner understanding of the processes for building
parents' capacity to provide their children development-enhancing learning opportunities.
This study will include a review of the existing research on the use of coaching to
examine the characteristics of coaching practices present that relate to the depth of
the learner's understanding of the targeted knowledge and skills.
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The purpose of this study is to determine the extent to which the level of active
practitioner participation in a peer or supervisory coaching relationship influences
their understanding and use of the CASE integrated framework practices as reported
by parents. This is being accomplished by relating variations in practitioners'
coaching receptiveness and skill acquisition to parents' judgment of practitioners'
use of the CASE integrated framework.
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The purpose of this study is to investigate the extent to which coaching by
external consultants, state program staff, and local change leaders facilitates
the implementation of evidence-based natural and least restrictive environments
practices by early childhood interventionists and therapists. This is being
accomplished by examining the relationship between the use of coaching practices
and how families promote child participation in natural learning and least restrictive environments.
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This study examined the relationship between practitioner personal characteristics
(age, education, etc.), locus of responsibility for personal and organizational change,
and the degree to which they believe their early childhood intervention and support
program was characterized by practices that are key characteristics of a learning
organization. Results showed that practitioner beliefs about locus of responsibility
for change best-predicted judgments about the degree to which their program was
considered a learning organization.
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