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A comparative analysis of instructional coaching approaches: Face-to-face versus remote coaching in preschool classrooms

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Description:

This study contrasted face-to-face and remote coaching models using an empirically-based professional development model, The Early Education model (TEEM). Child care teachers (n = 174) were randomly assigned to 1 of 3 conditions: remote coaching (n = 59), face-to-face coaching (n = 66), and business-as-usual (n = 49). This study examined intervention effects in addition to coaching modality effects on teacher and child outcomes. Findings suggested that child care teachers who received coaching (regardless of modality) demonstrated improved teaching behaviors compared to the business-as-usual group. Compared to remote coaching, there were also advantages of face-to-face coaching on some teaching behaviors, although these advantages were no longer evident after accounting for teachers’ levels of responsiveness to the intervention. Additionally, although there were no direct effects of the intervention on child outcomes, there was evidence of positive indirect associations of the intervention and coaching modality on child-level outcomes through improvements in teachers’ instructional practices. (author abstract)

Resource Type:
Reports & Papers
Country:
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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