Graduation Term
Fall 2025
Degree Name
Doctor of Education (EdD)
Department
Department of Special Education
Committee Chair
Mindy Ely
Committee Member
Yun-Ching Chung
Committee Member
Miranda Lin
Abstract
The current study investigated how training and peer coaching could improve fidelity of explicit instruction practices in early education teachers for social-emotional learning. Three teams of preschool teachers were trained in the use of explicit instructional practices and paired up to provide coaching in these practices during the intervention. The training and coaching were based on the model by Dunst et al. (2019), which identifies that providing training that includes elements of information, demonstration, practice opportunities, coaching and feedback increases the likelihood of moving knowledge to practice. A multiple baseline design was used to investigate fidelity of explicit instruction for social-emotional learning within a preschool classroom. Fidelity was measured by calculating the percentage of explicit instruction practices used during each occurrence within the classroom. After training and participating in peer coaching, visual analysis was completed to determine if teachers improved in their explicit instruction practices and fidelity. A secondary outcome measured student social-emotional outcomes based on teacher perceptions before and after training and peer coaching. It was felt that as teachers become more skilled in explicitly teaching social-emotional skills, teachers would perceive students to have stronger understanding of these skills. Visual analysis showed a functional relation between training and coaching and improved fidelity of explicit instruction. Although only two of the three teams met the 80% fidelity criteria set, all teams showed consistent and reliable change over time after participating in training and peer coaching. Social validity measures indicated positive changes in teacher’s perceptions of social-emotional skills, specifically in the areas of Health, Safety, and Citizenship, Diversity, and Friendship Skills. Further data should be collected to determine if training and peer coach is an effect way to improve fidelity of explicit instruction and student social-emotional outcomes.
Access Type
Dissertation-Open Access
Recommended Citation
Strausbaugh, Ashley A., "The Effects of Training and Peer Coaching on the Fidelity of Explicit Instruction on Social-Emotional Learning in Early Childhood Education" (2025). Theses and Dissertations. 2225.
https://ir.library.illinoisstate.edu/etd/2225