Job-embedded Coaching to Implement the Team Analysis of Preschoolers in Routines (TAPIR) Approach: Building Professional Collaboration
Issue Date
2012-12-31Author
Parks, Stephanie
Publisher
University of Kansas
Format
171 pages
Type
Dissertation
Degree Level
Ph.D.
Discipline
Special Education
Rights
This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
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Show full item recordAbstract
This inquiry primarily employed the qualitative methodology to understand the nature impact of the utilization of the Team Analysis of Preschoolers in Routines (TAPIR) approach in a novel setting. The TAPIR approach incorporates collaborative practices throughout program components including: assessment, Individualized Education Plan (IEP) development, planning, intervention, and ongoing progress monitoring. A key feature of the TAPIR approach is its focus on functional participation of preschoolers within preschool routines. Professional development (PD) (i.e. instructional support and job-embedded coaching) was provided to an inclusive early childhood program staff to support the implementation of TAPIR by teams of early childhood practitioners. Results of the 12-week inquiry, reveal insights into: (a) existing practices, (b) intensity, duration, content focus and format of the PD, (c) barriers to implementation (i.e. the relationship of beliefs to practice), (d) shared leadership strategies, and (e) the nature and efficacy of its outcomes. Limitations of the findings and implications for future research are discussed.
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