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Coaching early career teachers in urban elementary schools: A mixed method study

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TypeOfResource
Text
TitleInfo
Title
Coaching early career teachers in urban elementary schools: A mixed method study
Name (authority = orcid); (authorityURI = http://id.loc.gov/vocabulary/identifiers/orcid.html); (type = personal); (valueURI = http://orcid.org/0000-0002-7649-118X)
NamePart (type = family)
Shernoff
NamePart (type = given)
Elisa S.
Affiliation
School Psychology (Graduate School of Applied and Professional Psychology, GSAPP), Rutgers University
Role
RoleTerm (authority = marcrt); (type = text)
author
Name (type = personal)
NamePart (type = family)
Lakind
NamePart (type = given)
Davielle
Affiliation
University of Illinois at Chicago
Role
RoleTerm (authority = marcrt); (type = text)
author
Name (type = personal)
NamePart (type = family)
Frazier
NamePart (type = given)
Stacy L.
Affiliation
Florida International University
Role
RoleTerm (authority = marcrt); (type = text)
author
Name (type = personal)
NamePart (type = family)
Jakobsons
NamePart (type = given)
Lara
Affiliation
University of Illinois at Chicago
Role
RoleTerm (authority = marcrt); (type = text)
author
Name (authority = RutgersOrg-Department); (type = corporate)
NamePart
School Psychology (Graduate School of Applied and Professional Psychology, GSAPP)
Name (authority = RutgersOrg-School); (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology (GSAPP)
Genre (authority = RULIB-FS)
Article, Refereed
Genre (authority = NISO JAV)
Accepted Manuscript (AM)
Note (type = peerReview)
Peer reviewed
OriginInfo
DateIssued (encoding = w3cdtf); (keyDate = yes); (qualifier = exact)
2015
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
PhysicalDescription
InternetMediaType
application/pdf
Extent
41 p.
Extension
DescriptiveEvent
Type
Citation
DateTime (encoding = w3cdtf)
2015
AssociatedObject
Name
School Mental Health
Type
Journal
Relationship
Has part
Detail
6-20
Identifier (type = volume and issue)
7(1)
Reference (type = url)
https://dx.doi.org/10.1007/s12310-014-9136-6
Abstract (type = abstract)
Coaching for urban early career teachers (ECTs) offers promise and aligns with features of effective professional development to support the implementation of evidence-based practices. However, the functional components and key elements of coaching and coach supervision are not well specified in the literature. The goal of the current study was to examine adherence and feasibility of a coaching intervention designed to provide urban ECTs with concentrated support in classroom management and engaging learners—two instructional domains that are robust predictors of attrition (Ingersoll and Strong in Rev Educ Res 81:201–233, 2011). Coaches (n = 6) worked with ECTs (n = 15) in three urban, high-poverty elementary schools during the 2-year intervention. A mixed-method design was employed, such that qualitative data (i.e., semi-structured interviews) and quantitative data (i.e., adherence measures) were collected concurrently, remained independent during analyses, and were integrated during interpretation (Creswell and Clark in Designing and conducting mixed methods research. Sage, Thousand Oaks, 2007). Findings revealed that ECTs generally received the intended frequency and duration of coaching but with fewer opportunities for post-conferences. Coach supervision, on average, was delivered with intended frequency, with variability across coaches. Thematic analyses highlighted coach provision of emotional and instrumental support, emphasized consistent coaching as critical, and that time was a significant barrier to ECT participation in coaching. Supervision promoted social support among coaches and provided opportunities to adapt the model to ECT needs.
RelatedItem (type = host)
TitleInfo
Title
Shernoff, Elisa S.
Identifier (type = local)
rucore30199200001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3VT1V53
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Rights

RightsDeclaration (AUTHORITY = FS); (ID = rulibRdec0004)
Copyright for scholarly resources published in RUcore is retained by the copyright holder. By virtue of its appearance in this open access medium, you are free to use this resource, with proper attribution, in educational and other non-commercial settings. Other uses, such as reproduction or republication, may require the permission of the copyright holder.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
RightsEvent
Type
Permission or license
AssociatedObject
Type
License
Name
Multiple author license v. 1
Detail
I hereby grant to Rutgers, The State University of New Jersey (Rutgers) the non-exclusive right to retain, reproduce, and distribute the deposited work (Work) in whole or in part, in and from its electronic format, without fee. This agreement does not represent a transfer of copyright to Rutgers.Rutgers may make and keep more than one copy of the Work for purposes of security, backup, preservation, and access and may migrate the Work to any medium or format for the purpose of preservation and access in the future. Rutgers will not make any alteration, other than as allowed by this agreement, to the Work.I represent and warrant to Rutgers that the Work is my original work. I also represent that the Work does not, to the best of my knowledge, infringe or violate any rights of others.I further represent and warrant that I have obtained all necessary rights to permit Rutgers to reproduce and distribute the Work and that any third-party owned content is clearly identified and acknowledged within the Work.By granting this license, I acknowledge that I have read and agreed to the terms of this agreement and all related RUcore and Rutgers policies.
RightsEvent
Type
Publication notice
Detail
The final publication is available at Springer via http://dx.doi.org/10.1007/s12310-014-9136-6
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
Document
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