Fri, Nov 1 @ 8:30
Improving culturally responsive practices in early childhood education through coaching: A dissertation study involving a multiple baseline across participants design
There is growing awareness regarding the need for educators to use more culturally responsive practices, particularly in early childhood education (Allen & Steed, 2016). Yet, there are few empirically studied intervention or training models to promote culturally responsive educational practices (Bottiani, Larson, Debnam, Bischoff & Bradshaw, 2017). Interventions specific to early childhood environments are even less prevalent in the literature. This dissertation describes an experimental analysis of a workshop-style presentation and ongoing practice-based coaching (PBC) to improve culturally responsive practices for four teachers working in an early childhood program through a multiple-baseline across participants design.