Abstract In-service and coaching can increase teachers’ use of research-based practices. This study examined the effects of in-service training plus coaching that included preconference, side-by-side coaching, and feedback on kindergarten teachers’ use of research-based strategies during beginning reading instruction. Teachers were trained to enhance beginning reading instruction using research-based strategies including model-lead-test, unison responding (i.e., choral responding, response cards), and systematic error correction. Results indicated that for some teachers, a half-day in-service improved delivery of the research-based strategies, while others required side-by-side coaching to demonstrate improved use of the strategies. Teachers reported the in-service and coaching support were helpful and provided information on research-based strategies that increased student engagement. Implications for future research and practice are discussed.

中文翻译：

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在职和指导对教师在开始阅读时增加基于研究策略的使用的影响

摘要在职和指导可以增加教师对基于研究的实践的使用。这项研究检查了在职培训加辅导的效果，包括会前培训，并列辅导以及幼儿园教师在开始阅读教学中使用研究策略的反馈。培训教师使用基于研究的策略（包括模型领导测试，协调响应（即合唱响应，响应卡）和系统错误纠正）来增强入门阅读教学。结果表明，对于一些教师来说，半天的在职培训改善了基于研究的策略的交付，而其他教师则需要并行指导以证明改进了对策略的使用。老师们报告说，在职和教练支持是有帮助的，并提供了有关基于研究的策略的信息，这些策略可以提高学生的参与度。讨论了对未来研究和实践的影响。