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Characteristics and Consequences of Different Modes of Expert Coaching with Pre-kindergarten Teachers

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Characteristics and Consequences of Different Modes of Expert Coaching with Pre-kindergarten Teachers. Collaborators. Douglas Powell, PI, Purdue Karen Diamond, Co-PI, Purdue Matthew Koehler, Instructional Technology, Michigan State

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Characteristics and Consequences of Different Modes of Expert Coaching with Pre-kindergarten Teachers

collaborators
Collaborators
  • Douglas Powell, PI, Purdue
  • Karen Diamond, Co-PI, Purdue
  • Matthew Koehler, Instructional Technology, Michigan State
  • Margaret Burchinal, Methodologist, U. of North Carolina, Chapel Hill
research aim
Research Aim
  • Examine effects of two different methods of providing expert coaching to teachers on instructional practices
  • Goal of intervention is to improve Head Start classroom and teacher supports for literacy and language development, and children’s language and literacy skills
expert coaching
Expert Coaching
  • Increasingly used as a professional development strategy
  • Includes components recommended in the in-service teacher education literature:
    • guided implementation of research-based knowledge in classroom practices
    • individualized delivery
    • immediate feedback, including analysis of teaching
role of technology
Role of Technology
  • Technology is an emerging resource in early childhood professional development
  • Viewed as a potentially economical alternative to on-site coaching, particularly for supporting teachers in geographically remote locations
  • Research on effects of technologically-delivered expert coaching is limited
two forms of technology developed in current project
Two Forms of Technology Developed in Current Project
  • Video review tool
    • Supports critique of videotaped teaching practices submitted by teachers
    • Used by coach to divide videotaped teaching sample into segments
    • Coach provides constructive feedback and suggestions on each segment of instruction
    • Teacher views critique on split screen: segments on left, coach comments on right
two forms of technology developed in current project cont
Two Forms of Technology Developed in Current Project (cont.)
  • Case-based hypermedia resource
    • 16 cases on how teachers can improve children’s early literacy outcomes
    • Each case is comprised of
      • video clips of research-based practices plus text that highlights key practice elements
      • practitioner-oriented articles on case topic
      • references to research and other resources
      • links to related cases in hypermedia resource
    • Links to cases are embedded in coach comments to teachers
research design
Research Design
  • 84 Head Start classrooms in 29 centers randomly assigned to fall or to spring intervention semester
  • Classrooms assigned to spring intervention semester served as control classrooms in fall semester
  • Within each intervention semester, classrooms randomly assigned to on-site or to remote coaching condition
research design cont
Research Design (cont.)
  • Teacher, classroom, and child outcome data collected before and after intervention semester plus follow up (one-semester post intervention) in fall semester intervention group
  • Teacher/classroom measure: ELLCO
  • Child measures: PPVT, WJ-LW, letter naming, blending
intervention
Intervention
  • Two-day workshop prior to intervention semester
  • Remote coaching condition
    • Critique of teacher-submitted videotape of instruction (M=22 mins) plus hypermedia resource
  • On-site coaching condition
    • Critique of observed instruction (M=105 mins) provided in one-on-one consultation (M=32 mins) as part of visit to classroom
  • Approximately twice monthly contact in each condition
sample 2005 2006 cohort
Sample (2005-2006 cohort)
  • Head Start classrooms serving urban, small city, rural communities
  • Teachers (n = 51)
    • 82% associate’s or bachelor’s degree
    • Median of 3.0 years in current position
    • No statistically significant background differences between semester or condition
  • Children (n = 470)
    • 27% Latino, 37% African American
    • 4 years of age by December 31
classroom instruction outcomes
Classroom Instruction Outcomes
  • Intervention and intervention X time differences on ELLCO overall and language-literacy instruction: Both intervention groups had greater gains than control
  • Effect sizes were substantial (approximately d = 1.0)
child outcomes
Child Outcomes
  • Children in intervention groups scored higher and made greater gains on measures of letter and word identification, naming letters, and blending than children in control group
  • Effect sizes were moderate (approximately d=.23)
  • No differences in outcomes between the two intervention conditions
feedback and suggestions by coaching condition amount
Feedback and Suggestions by Coaching Condition: Amount
  • Preliminary analyses of coaching sessions (n=60) in randomly-selected classrooms (n=8). (Coaches were assigned to both on-site and remote conditions.)
  • Coaches provided feedback/suggestions on more topics in remote than in on-site condition.
  • Coaches offered about twice as many feedback statements and suggestions in remote than in on-site condition.
feedback and suggestions by coaching condition content
Feedback and Suggestions by Coaching Condition: Content
  • Higher percentage of coach comments in:
    • on-site related to literacy materials
    • remote related to individualization of teaching practices.
  • The percentage of coach comments related to literacy teaching practices for all children was similar across the two coaching conditions.
rethinking our starting point
Rethinking Our Starting Point
  • Original premise: A technologically-mediated method of coaching may be an effective alternative to the dominant (on-site) method of coaching.
  • Revised premise: Technologically-mediated and on-site methods of coaching may provide distinctive, complementary contributions to improvements in teacher quality.
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Supported by grant award #R305M040167 from the Institute of Education Sciences to Purdue University.
  • For further information: powelld@purdue.edu or kdiamond@purdue.edu