Professional Development + Coaching = Enhanced Teaching: Increasing Usage of Math Mediated Language in Preschool Classrooms

Abstract

In an effort to determine the most efficacious manner to deliver professional development training to early childhood educators, this study investigated the effect of a 2-h workshop followed by side-by-side classroom coaching. Twelve early childhood educators with 4-year degrees teaching in a university child development center participated in the study. The twice weekly classroom observations were analyzed for the use of math mediated language. Results indicate a 56% increase of math mediated language following the professional development; however, the greatest increase (39% increase over professional development condition) occurred during the side-by-side coaching phase of the treatment. These results corroborate previous findings that implementation of teaching strategies presented in professional development trainings can be enhanced by coaching teachers on the use of the strategies.

Effects of Coaching on Teachers’ Use of Function-Based Interventions for Students With Severe Disabilities

“…While these studies primarily center on literacy instruction, two studies were found that focused on teacher behavior during math instruction. Rudd, Lambert, Satterwhite, and Smith (2009) found that coaching improved teacher's appropriate use of math-mediated language. They reported on implementation of a coaching program with 12 math teachers in a university, child development center for early childhood education.…”

Action Research in a Non-Profit Agency School Setting: Analyzing the Adoption of an Innovation after Initial Training and Coaching

“…Coaching instructional staff has been effective in increasing teacher efficacy, as well as, the use of new innovations and instructional strategies (Duchaine, Jolivette, & Frederick, 2011;Roach, et al, 2009;Rudd, Lambert, Satterwhite, & Smith, 2009;Shidler, 2009). Coaching is an effective way of embedding professional development in the instructional setting in order to facilitate better retention of knowledge and skills learned in training (Roach, et al, 2009;Stover, Kissel, Haag, & Shoniker, 2011;Taie, 2011).…”

A multi-level analysis using NAEP data : examining the relationships among mathematics coaches and specialists, student achievement, and disability status.

“…Additional support of coaching as a way to influence classroom practices was observed in small-scale studies by Rudd andcolleagues (2009), Baldinger (2014), Kretlow and colleagues (2011, 2012), and Neuberger (2012. Findings indicated that teachers increased their use of research-based practices (Kretlow, 2011(Kretlow, , 2011Rudd et al, 2009), shifted their beliefs about effective mathematics instruction (Neuberger, 2012), and viewed coaching as an integral aspect in leading to changes in their practice (Kretlow et al, 2012).…”

“…Both quantitative and qualitative research has found positive relationships between mathematics coaching and improved mathematics instruction (e.g., Alloway & Jilk, 2010;Baldinger, 2014;Campbell, 1996;Kretlow et al, 2012;Kretlow, Wood, & Cooke, 2011;Race, Ho, & Bower, 2002;Rudd, Lambert, Satterwhite, & Smith, 2009). Although the majority of studies conducted on mathematics coaches show the potential to influence teachers' instructional practices in a positive direction, results are influenced by the type and intent of the coach (e.g., Becker, 2001;McGatha, 2008) and teachers' varying experiences and ideas of how mathematics should be taught (e.g., Ai & Rivera, 2003;Olson and Barrett, 2004).…”

“…Findings indicated that teachers increased their use of research-based practices (Kretlow, 2011(Kretlow, , 2011Rudd et al, 2009), shifted their beliefs about effective mathematics instruction (Neuberger, 2012), and viewed coaching as an integral aspect in leading to changes in their practice (Kretlow et al, 2012). …”