Understanding the nature of coaching interactions and teacher engagement in an online coaching intervention-Reference-Cited by-同舟云学术

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Understanding the nature of coaching interactions and teacher engagement in an online coaching intervention

Published:2024-05-24 Issue: Volume: Page:1-24
ISSN:1090-1027
Container-title:Journal of Early Childhood Teacher Education
language:en
Short-container-title:Journal of Early Childhood Teacher Education

Author:

Barrett Jentry S.¹^ORCID,Jackson Hayley¹^ORCID,Schachter Rachel E.¹^ORCID,Gerde Hope K.²^ORCID,Bingham Gary E.³^ORCID

Affiliation:

1. Department of Child, Youth, and Family Studies, University of Nebraska-Lincoln, Lincoln, Nebraska, USA

2. Department of Teaching, Learning, and Culture, Texas A & M, College Station, Texas, USA

3. Department of Early Childhood and Elementary Education, Georgia State University, Atlanta, Georgia, USA

Funder

Institute of Education Sciences

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/10901027.2024.2356594

Reference71 articles.

1. Applying an Evidence-Based Framework to the Early Childhood Coaching Literature

2. Web-Mediated Professional Development

3. Examining early childhood teachers’ writing practices: Associations between pedagogical supports and children’s writing skills

4. Celano, S. M., & Mitchell, R. M. (2014). Mentoring, trust, and teacher efficacy: A powerful force for new teacher induction. In V. M., Dimitri, B. F., Patrick, & V. H., Mieke. (Eds.), Trust and school life (pp. 189–204). Dordrecht: Springer.

5. Mathematics Learned by Young Children in an Intervention Based on Learning Trajectories: A Large-Scale Cluster Randomized Trial

Cited by 1 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Supporting early career teachers’ self-regulation and goal pursuit through online coaching during a professional development programme;European Journal of Teacher Education;2024-08-07

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