Coaching Classroom-Based Preventive Interventions

Pas, Elise T.; Bradshaw, Catherine P.; Cash, Anne H.

doi:10.1007/978-1-4614-7624-5_19

Cited by 30 publications

(31 citation statements)

References 68 publications

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“…In this study, we examined the factor structure and psychometric characteristics of the two coach–teacher alliance measures, using confirmatory factor analysis and other related approaches to assess inter-rater reliability. Based on previous research on the variables related to alliance and successful coaching (Pas et al 2014; Wehby et al 2012), we sought to confirm the following four factors: working relationship, competent implementation of the coaching process, teacher investment in the process, and the benefits of coaching. We also anticipated a fifth factor in the coach-reported measure pertaining to barriers to coaching.…”

Section: Current Studymentioning

confidence: 99%

“…Coaching is increasingly used as a professional development strategy to strengthen the fidelity and effectiveness of evidence-based interventions in schools (Domitrovich et al 2010; Pas et al 2014). Domitrovich et al (2008a) conceptualized coaching as an implementation support, for which the quality, fidelity, and dosage of coaching delivery may vary.…”

mentioning

confidence: 99%

“…Domitrovich et al (2008a) conceptualized coaching as an implementation support, for which the quality, fidelity, and dosage of coaching delivery may vary. However, coaching as an implementation support has received limited attention within the literature, and thus little is known about variables affecting the success of coaching (Pas et al 2014). As a result, coaching could be viewed as a ‘black box’, implying questions remain regarding underlying components and best practices (Nadeem et al 2013; Pas et al 2014).…”

mentioning

confidence: 99%

“…However, coaching as an implementation support has received limited attention within the literature, and thus little is known about variables affecting the success of coaching (Pas et al 2014). As a result, coaching could be viewed as a ‘black box’, implying questions remain regarding underlying components and best practices (Nadeem et al 2013; Pas et al 2014). This highlights the need for measuring the coaching process to improve implementation and targeted outcomes.…”

mentioning

confidence: 99%

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Understanding and Measuring Coach–Teacher Alliance: A Glimpse Inside the ‘Black Box’

2016

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Coaching models are increasingly used in schools to enhance fidelity and effectiveness of evidence-based interventions; yet, little is known about the relationship between the coach and teacher (i.e., coach–teacher alliance), which may indirectly enhance teacher and student outcomes through improved implementation quality. There is also limited research on measures of coach–teacher alliance, further hindering the field from understanding the active components for successful coaching. The current study examined the factor structure and psychometric characteristics of a measure of coach–teacher alliance as reported by both teachers and coaches and explored the extent to which teachers and coaches reliably rate their alliance. Data come from a sample of 147 teachers who received implementation support from one of four coaches; both the teacher and the coach completed an alliance questionnaire. Separate confirmatory factor analyses for each informant revealed four factors (relationship, process, investment, and perceived benefits) as well as an additional coach-rated factor (perceived teacher barriers). A series of analyses, including cross-rater correlations, intraclass correlation coefficients, and Kuder-Richardson reliability estimates suggested that teachers and coaches provide reliable, though not redundant, information about the alliance. Implications for future research and the utilization of the parallel coach–teacher alliance measures to increase the effectiveness of coaching are discussed.

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Section: Current Studymentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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confidence: 99%

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Understanding and Measuring Coach–Teacher Alliance: A Glimpse Inside the ‘Black Box’

2016

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“…Coaching has emerged as a strategy to support the successful deployment of evidencebased interventions (Driscoll, Wang, Mashburn, & Pianta, 2011;Noell, Duhon, Gatti, & Connell, 2002;Pas, Bradshaw, & Cash, 2014). Denton and Hasbrouck (2009) describe coaching as a professional development practice in which a person with specialized knowledge works with a teacher to change current practices.…”

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confidence: 98%

Motivational interviewing as a framework to guide school-based coaching

Lee

Frey

Herman

et al. 2014

Advances in School Mental Health Promotion

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The role of consultative alliance in infant and early childhood mental health consultation: Child, teacher, and classroom outcomes

Davis

Barrueco

Perry

2020

Infant Mental Health Journal

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Young children's social-emotional development is powerfully shaped by their early environments, which for many includes early childhood education (ECE). Infant and Early Childhood Mental Health Consultation (IECMHC) pairs teachers and infant and early childhood mental health (IECMH) consultants to promote teachers' capacity to foster positive social-emotional development in ECE. Although the outcomes of IECMHC have been well studied, little research has investigated how this model leads to changes for teachers and children. According to theory, the quality of the relationship between teachers and IECMH consultants, termed consultative alliance (CA), is a key mechanism of change. This study analyzed the role of CA on 6-month outcomes of IECMHC in a sample of 316 children, 289 teachers, and 62 IECMH consultants. Results from multilevel models suggested that stronger CA predicted greater improvements in teacherchild closeness and teacher-rated child attachment behaviors. In addition, a strong CA was related to greater improvement in classroom climate, teachers' self-efficacy, and teachers' perceptions of their jobs. This study upholds the centrality of relationship-building and parallel process in mental health consultation, and by advancing understanding of the mechanisms of change for IECMHC may provide salient implications for policy and practice. K E Y W O R D S infant and early childhood mental health consultation, consultative alliance, teacher-child relationship, teacher well-being 246

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Coaching Classroom-Based Preventive Interventions

Cited by 30 publications

References 68 publications

Understanding and Measuring Coach–Teacher Alliance: A Glimpse Inside the ‘Black Box’

Understanding and Measuring Coach–Teacher Alliance: A Glimpse Inside the ‘Black Box’

Motivational interviewing as a framework to guide school-based coaching

The role of consultative alliance in infant and early childhood mental health consultation: Child, teacher, and classroom outcomes

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