Coaching early childhood teachers: A systematic review of its effects on teacher instruction and child development-Reference-Cited by-同舟云学术

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Coaching early childhood teachers: A systematic review of its effects on teacher instruction and child development

Published:2022-03-04 Issue:1 Volume:10 Page:
ISSN:2049-6613
Container-title:Review of Education
language:en
Short-container-title:Review of Education

Author:

Yang Weipeng¹^ORCID,Huang Runke²,Su Yufen³,Zhu Jie⁴,Hsieh Wu‐Ying⁵,Li Hui⁶

Affiliation:

1. Department of Early Childhood Education The Education University of Hong Kong Hong Kong SAR China

2. Department of Education University of Oxford Oxford UK

3. Faculty of Education University of Hong Kong Hong Kong SAR China

4. Hangzhou College for Kindergarten Teachers Zhejiang Normal University Hangzhou China

5. Department of Special Education University of Northern Iowa Cedar Falls Iowa USA

6. Shanghai Institute of Early Childhood Education Shanghai Normal University Shanghai China

Publisher

Wiley

Subject

Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/rev3.3343

Reference73 articles.

1. Practitioner views on the core functions of coaching in the implementation of an evidence-based intervention in child welfare

2. Literacy Training for Early Childhood Providers: Changes in Knowledge, Beliefs, and Instructional Practices

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

4. Effects of Distance Coaching on Teachers' Use of Pyramid Model Practices

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1. Developing Early Childhood Teacher Confidence to Implement Classroom Music and Movement Activities: Key Professional Learning Features;Early Childhood Education Journal;2024-08-24

2. Identifying the theoretical foundations of coaching as a form of ongoing professional development in early childhood education: a meta-narrative review;Professional Development in Education;2024-07-02

3. Equity for Children in the United States;2024-04-27

4. Complex syntax input: A single case investigation of increasing preschool teachers’ complement clauses in play interactions;Child Language Teaching and Therapy;2024-02-27

5. Beliefs, practices and support needs of preschool teachers toward shy‐withdrawn behaviours;Infant and Child Development;2024-02-26

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