Gilmour, A. F., Wehby, J. H., & McGuire, T. M. (2017). A preliminary investigation of using school-based coaches to support intervention fidelity of a classwide behavior management program. Preventing School Failure: Alternative Education for Children and Youth, 61(2), 126-135.
Gallucci, C., Van Lare, M. D., Yoon, I. H., & Boatright, B. (2010). Instructional coaching: Building theory about the role and organizational support for professional learning. American educational research journal, 47(4), 919-963.
DeCorby-Watson, K., Mensah, G., Bergeron, K., Abdi, S., Rempel, B., & Manson, H. (2018). Effectiveness of capacity building interventions relevant to public health practice: a systematic review. BMC Public health, 18, 1-15.
Glover, T., & Reddy, L. A. (2017). Instructional coaching practices: Promising models, empirical support, and considerations for practice. Theory into Practice, 56, 1-2.
Gregory, A., Ruzek, E., Hafen, C. A., Mikami, A. Y., Allen, J. P., & Pianta, R. C. (2017). My teaching partner-secondary: A video-based coaching model. Theory into practice, 56(1), 38-45.
Rock, M. L., Schumacker, R. E., Gregg, M., Howard, P. W., Gable, R. A., & Zigmond, N. (2014). How are they now? Longer term effects of e coaching through online bug-in-ear technology. Teacher Education and Special Education, 37(2), 161-181.
In this study, using mixed methods, we investigated the longer term effects of e Coaching through advanced online bug-in-ear (BIE) technology.
Grygas Coogle, C., Ottley, J. R., Rahn, N. L., & Storie, S. (2018). Bug-in-ear eCoaching: Impacts on novice early childhood special education teachers. Journal of Early Intervention, 40(1), 87-103.
A multiple-probe, single-case design was used to determine the effects of bug-in-ear eCoaching on teachers’ use of two targeted naturalistic communication strategies and focus children’s responses to these strategies.
Ploessl, D. M., & Rock, M. L. (2014). eCoaching: The effects on co-teachers’ planning and instruction. Teacher Education and Special Education, 37(3), 191-215.
Although co-teaching has become a popular approach to special education service provision in inclusive classrooms, practitioners have struggled to carry it out well.
