Show simple item record

dc.contributor.authorTwigg, Danielleen_US
dc.contributor.authorPendergast, Donnaen_US
dc.contributor.authorFluckiger, Beven_US
dc.contributor.authorGarvis, Susieen_US
dc.contributor.authorJohnson, Greeren_US
dc.contributor.authorRobertson, Janen_US
dc.date.accessioned2017-05-03T15:11:29Z
dc.date.available2017-05-03T15:11:29Z
dc.date.issued2013en_US
dc.date.modified2014-01-17T04:42:21Z
dc.identifier.issn18380689en_US
dc.identifier.urihttp://hdl.handle.net/10072/55703
dc.description.abstractProfessional development in the form of coaching has the potential to support practitioners who are being inducted into new policy and curriculum initiatives. This paper examines the efficacy of a coaching program in its support of educators to align their practice with the Victorian Early Years Learning and Development Framework for all Children from Birth to Eight Years (the Victorian Framework) and Belonging, Being, Becoming: The Early Years Learning Framework for Australia (EYLF). Aspects of the Coaching Program that were considered in the mixed-methods evaluation included the program's effectiveness, the intensity of its delivery, the approach used, and the coaching relationship. The evaluation found that the coaching program was an effective way to support educators align their practice with the Frameworks, and that readiness and commitment to change and the coaching relationships impacted on this process. The evaluation also identified possible refinements and improvements to the Coaching Program, which are noted in this article to further support early childhood educators to engage with aspects of the early childhood reform agenda.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent283637 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherMonash Universityen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.education.monash.edu.au/research/irecejournal/issues/2013/en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom73en_US
dc.relation.ispartofpageto90en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalInternational Research in Early Childhood Educationen_US
dc.relation.ispartofvolume4en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEarly Childhood Education (excl. Maori)en_US
dc.subject.fieldofresearchcode130102en_US
dc.titleCoaching for Early Childhood Educators: An insight into the effectiveness of an initiativeen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyright© 2013 Monash University. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_US
gro.date.issued2013
gro.hasfulltextFull Text
gro.griffith.authorPendergast, Donna L.
gro.griffith.authorFluckiger, Bev
gro.griffith.authorGarvis, Susie M.
gro.griffith.authorJohnson, Greer
gro.griffith.authorRobertson, Jan
gro.griffith.authorTwigg, Danielle


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record