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Inequities in coaching interventions: A systematic review of who receives and provides coaching within early care and education

Description:

Providing quality and equitable professional development (PD) to early care and education (ECE) providers can support high-quality care for young children. Coaching is a common way of delivering PD that has demonstrated positive impacts on teacher practices, however the field has yet to summarize which providers receive coaching, who provides coaching, the match between providers and coaches, and if researchers are examining the effectiveness of their interventions for different populations of providers. The current study conducted a systematic literature review to examine these characteristics. Findings indicate researchers need to be more explicit in their research design and dissemination efforts regarding their target populations and purveyors of their coaching interventions. The field needs to reflect on the potential inequities regarding who receives coaching-inclusive interventions based on providers’ geography and demographic background. (author abstract)

Resource Type:
Literature Review
Country:
United States

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