探索小学实施多层支持系统的系统级教练的知识和技能

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Elementary School Journal Pub Date : 2021-10-25 DOI:10.1086/716909
Erin A. Chaparro, Michelle M. Massar, Allison W. Blakely
{"title":"探索小学实施多层支持系统的系统级教练的知识和技能","authors":"Erin A. Chaparro, Michelle M. Massar, Allison W. Blakely","doi":"10.1086/716909","DOIUrl":null,"url":null,"abstract":"This article describes the professional development initiative called Effective Behavioral and Instructional Support Systems (EBISS). The initiative focuses on an integrated, multitiered framework that provides literacy and behavioral supports based on students’ needs. Systems coaching can be an implementation driver, but little is known related to the most effective methods of training and supporting systems-level coaches. The present study examines coaches’ (n = 30) responses on the EBISS Coach Self-Assessment, measuring the extent to which coaches agreed that they were (a) fluent with the knowledge of the core features of the EBISS framework and (b) skilled to coach others in each of the core features. Results indicate significant differences between self-reported levels of knowledge of the core features of EBISS and the extent to which coaches felt skilled to coach others. Implications are that professional development of coaches should focus on how to coach and not just what to coach.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"191 - 207"},"PeriodicalIF":1.2000,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Exploring the Knowledge and Skills of Systems-Level Coaches within Elementary Schools Implementing Multitiered Systems of Support\",\"authors\":\"Erin A. Chaparro, Michelle M. Massar, Allison W. Blakely\",\"doi\":\"10.1086/716909\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article describes the professional development initiative called Effective Behavioral and Instructional Support Systems (EBISS). The initiative focuses on an integrated, multitiered framework that provides literacy and behavioral supports based on students’ needs. Systems coaching can be an implementation driver, but little is known related to the most effective methods of training and supporting systems-level coaches. The present study examines coaches’ (n = 30) responses on the EBISS Coach Self-Assessment, measuring the extent to which coaches agreed that they were (a) fluent with the knowledge of the core features of the EBISS framework and (b) skilled to coach others in each of the core features. Results indicate significant differences between self-reported levels of knowledge of the core features of EBISS and the extent to which coaches felt skilled to coach others. Implications are that professional development of coaches should focus on how to coach and not just what to coach.\",\"PeriodicalId\":48010,\"journal\":{\"name\":\"Elementary School Journal\",\"volume\":\"122 1\",\"pages\":\"191 - 207\"},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2021-10-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Elementary School Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1086/716909\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Elementary School Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1086/716909","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1

摘要

这篇文章描述了被称为有效行为和教学支持系统(EBISS)的专业发展倡议。该计划侧重于一个综合的、多层次的框架,根据学生的需要提供识字和行为方面的支持。系统指导可以是一个实施驱动程序,但很少有人知道与培训和支持系统级教练的最有效方法有关。本研究考察了教练(n = 30)对EBISS教练自我评估的回应,测量了教练同意他们(a)熟练掌握EBISS框架核心特征的知识和(b)熟练指导他人每个核心特征的程度。结果表明,在自我报告的ebis核心特征知识水平和教练认为自己有能力指导他人的程度之间存在显著差异。由此可见,教练的专业发展应该关注于如何指导,而不仅仅是指导什么。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Exploring the Knowledge and Skills of Systems-Level Coaches within Elementary Schools Implementing Multitiered Systems of Support
This article describes the professional development initiative called Effective Behavioral and Instructional Support Systems (EBISS). The initiative focuses on an integrated, multitiered framework that provides literacy and behavioral supports based on students’ needs. Systems coaching can be an implementation driver, but little is known related to the most effective methods of training and supporting systems-level coaches. The present study examines coaches’ (n = 30) responses on the EBISS Coach Self-Assessment, measuring the extent to which coaches agreed that they were (a) fluent with the knowledge of the core features of the EBISS framework and (b) skilled to coach others in each of the core features. Results indicate significant differences between self-reported levels of knowledge of the core features of EBISS and the extent to which coaches felt skilled to coach others. Implications are that professional development of coaches should focus on how to coach and not just what to coach.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Elementary School Journal
Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.60
自引率
5.90%
发文量
31
期刊介绍: The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.
期刊最新文献
Evaluation and optimization of sequence-based gene regulatory deep learning models. “It’s Just Something That You Have to Do as a Teacher” Front Matter 41 Teachers, 41 Different Ways Predictable Variation in the Implementation of a Curricular Intervention—and Why it Matters
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1