The Study of Coaching Practices in Early Care and Education Settings explores
- how coaching practices are implemented in early care and education (ECE) classrooms serving children supported by Child Care and Development Fund (CCDF) subsidies or Head Start grants
- how core features of coaching vary by key contextual factors
- which core features are ripe for more rigorous evaluation
The project established an empirically supported conceptual model and a set of surveys to examine the occurrence and variability of coaching features in ECE center and family based child care. Originally, case studies were planned for Spring 2020, but at this time follow-up surveys are planned to examine the extent and viability of coaching given the impact of COVID-19 on the child care landscape. The follow up survey will allow the team to confirm if case studies would be viable.
The 2019 web surveys were completed with directors, coaches, and child care providers/teachers working in 60 center-based programs and 40 family child care homes. The follow up survey being developed will reach out to the same sample to ask about the current implementation of coaching. The study findings will provide the basis for a rigorous evaluation of the core features of coaching while also informing coaching practices in the field.
This contract was awarded to Mathematica in partnership with Child Trends and the Children’s Learning Institute at the University of Texas Health Sciences Center at Houston.
Point(s) of contact: Wendy DeCourcey.
This study is registered on the ClinicalTrials.gov site under the title Study of Coaching Practices in Early Care and Education Settings Visit disclaimer page [The registration number is NCT03743337]