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003 OCoLC;

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006 m o d ;

007 cr unu||||||||;

008 210114s2020 ncuab obm 000 0 eng d;

035 a| (Sirsi) o1231501401;

035 a| (OCoLC)1231501401;

049 a| EREE;

090 a| LB1775.6;

100 1 a| Graham, Lyndsey N.,e| author.?| UNAUTHORIZED;

245 10 a| "One teacher at a time" :b| professional perspectives on coaching and mentoring in early childhood education /c| by Lyndsey N. Graham.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2020.;

300 a| 96 pages :b| illustrations (chiefly color), maps;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 4.134 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| M.S.c| East Carolina Universityd| 2020.;

500 a| Presented to the faculty of the Department of Human Development and Family Science;

500 a| Advisor: Archana V. Hegde;

500 a| Title from PDF t.p. (viewed July 14, 2021).;

520 3 a| Coaching and mentoring are prominent approaches to supporting quality in early childhood education. Many models exist for coaching and mentoring Pre-K teachers, but few models detail what actually occurs during the coaching and mentoring process or utilize the perspective of the mentors and coaches. The Early Educator Support (EES) Program is a relatively new model of mentoring and coaching support for non-public Pre-K teachers. This study examined the lived experiences of 12 mentors and evaluators serving in the EES program through individual interviews that focused on their experience of providing support to teachers. Common themes emerged from the qualitative data analysis, including the coaching and mentoring process, strategies that support the process, and barriers, motivators, and facilitators that influence this process. The findings of this study can inform future mentor training process, assist in program development, and lend insight into the best practices that can be utilized in coaching and mentoring.;

504 a| Includes bibliographical references.;

650 0 a| Early childhood teachersx| Training of.=| ^A445795;

650 0 a| Mentoring in education.=| ^A372418;

653 a| Coaching;

653 a| Evaluating;

653 a| Early Childhood Education;

700 1 a| Hegde, Archana V.,e| degree supervisor.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Human Development and Family Science.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/8815;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 5547861;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5547861-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 1/14/2021x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5547861-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 1/14/2021x| ETDz| HERESOURCE;

"One teacher at a time" : professional perspectives on coaching and mentoring in early childhood education / by Lyndsey N. Graham.

Author/creator	Graham, Lyndsey N. author.
Other author	Hegde, Archana V., degree supervisor.
Other author	East Carolina University. Department of Human Development and Family Science.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2020.
Description	96 pages : illustrations (chiefly color), maps
Supplemental Content	Access via ScholarShip
Subjects	Early childhood teachers--Training of. Mentoring in education.

Summary	Coaching and mentoring are prominent approaches to supporting quality in early childhood education. Many models exist for coaching and mentoring Pre-K teachers, but few models detail what actually occurs during the coaching and mentoring process or utilize the perspective of the mentors and coaches. The Early Educator Support (EES) Program is a relatively new model of mentoring and coaching support for non-public Pre-K teachers. This study examined the lived experiences of 12 mentors and evaluators serving in the EES program through individual interviews that focused on their experience of providing support to teachers. Common themes emerged from the qualitative data analysis, including the coaching and mentoring process, strategies that support the process, and barriers, motivators, and facilitators that influence this process. The findings of this study can inform future mentor training process, assist in program development, and lend insight into the best practices that can be utilized in coaching and mentoring.
General note	Presented to the faculty of the Department of Human Development and Family Science
General note	Advisor: Archana V. Hegde
General note	Title from PDF t.p. (viewed July 14, 2021).
Dissertation note	M.S. East Carolina University 2020.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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"One teacher at a time" : professional perspectives on coaching and mentoring in early childhood education / by Lyndsey N. Graham.

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