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Applying an evidence-based framework to the early childhood coaching literature
Meeker, Kathleen Artman, November, 2015
Topics in Early Childhood Special Education, 35(3), 183-196

Professional development (PD) is a critical pathway for promoting the use of evidence-based intervention practices in early childhood (EC) settings. Coaching has been proposed as a type of PD that is especially promising for job-embedded learning. A lack of consensus exists regarding evidence-based EC coaching strategies and what types of support coaches need to implement these strategies. In this literature review, we analyzed the EC coaching literature in terms of coaching strategies shown to improve EC practitioners' use of effective intervention practices, coaching model components and strategies, the rigor and quality of the research, and the preparation provided to coaches in the identified articles. We conclude with recommendations for enhancing the effectiveness of coaching and improving the preparation of coaches who serve in EC settings. (author abstract)

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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