The Empirical Research Base of Early Childhood Coaching: A Mapping Review

• In Event: Access, Quality Programming, and Teacher Training

Abstract

This mapping review of 374 research studies published between 1987-2019 investigated the extant research on coaching in early childhood research birth to grade 3. Study designs varied and included causal (n = 172), descriptive (combining non-causal quantitative and qualitative, n = 131), and single-case designs (n = 72). Most studies (n = 296, 79.14%) reported outcomes for teachers. Fewer reported outcomes for children (n = 225, 60.16%), and about 40% of the studies (n = 155) investigated both teachers and children. Few studies involved infant/toddler children (n = 52; 1.78%, n = 7 missing). Missingness was high for components of coaching (range 16.00-46.40%). Findings underscore the need for more detailed reporting of coaching content, processes, and structures in future research.

Authors

• Rachel E. Schachter, University of Nebraska - Lincoln
  Presenting Author

• Lisa Knoche, University of Nebraska - Lincoln
  Non-Presenting Author

• Junrong Lu
  Non-Presenting Author

• Molly Goldberg, University of Nebraska - Lincoln
  Non-Presenting Author