Academic Journal
Προβολή σε EDS

'Little Wins': Impactful Coaching Practices to Support New Teachers

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: 'Little Wins': Impactful Coaching Practices to Support New Teachers
Γλώσσα: English
Συγγραφείς: Anne H. Cash (ORCID 0000-0002-4873-7015), Jae Hoon Lim (ORCID 0000-0001-8167-1866), Marah Lambert (ORCID 0000-0002-3293-0355), Elizabeth Hodge (ORCID 0009-0009-8598-5788)
Πηγή: Journal of Teacher Education. 2026 77(4):319-332.
Διαθεσιμότητα: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 14
Ημερομηνία έκδοσης: 2026
Τύπος εγγράφου: Journal Articles
Reports - Research
Descriptors: Coaching (Performance), Beginning Teachers, Beginning Teacher Induction, Teacher Persistence, Situated Learning, Faculty Development, Outcomes of Education, Program Effectiveness, Interpersonal Relationship, Trust (Psychology), Self Esteem
Γεωγραφικοί όροι: North Carolina
DOI: 10.1177/00224871261452565
ISSN: 0022-4871
1552-7816
Περίληψη: The North Carolina New Teacher Support Program (NC-NTSP) provided induction support to 11,329 teachers between 2014 and 2024, with documented impacts on teacher retention. Through the lens of situated learning theory, this qualitative study explores NC-NTSP coaching practices post-pandemic, including what coaches envision as impactful practices and contextual factors that shaped their practices and outcomes. Our collaborative thematic analysis of 12 focus group interviews (N = 37) elucidated complexity in participants' coaching practices posed by intensified needs of, and greater variability among, new teachers. Recognizing new teachers' psychological and professional fragility, coaches prioritized building relationships with teachers and individualizing support. Coaches perceived their own impact in terms of "little wins" that contributed to enhanced instructional capacity, offering an alternative approach to advancing research on teacher induction.
Abstractor: As Provided
Entry Date: 2026
Αριθμός Καταχώρησης: EJ1512650
Βάση Δεδομένων: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://resolver.ebsco.com/c/fiv2js/result?sid=EBSCO:eric&genre=article&issn=00224871&ISBN=&volume=77&issue=4&date=20260901&spage=319&pages=319-332&title=Journal of Teacher Education&atitle=%27Little%20Wins%27%3A%20Impactful%20Coaching%20Practices%20to%20Support%20New%20Teachers&aulast=Anne%20H.%20Cash&id=DOI:10.1177/00224871261452565
    Name: Full Text Finder (for New FTF UI) (ns324271)
    Category: fullText
    Text: Full Text Finder
    MouseOverText: Full Text Finder
Header DbId: eric
DbLabel: ERIC
An: EJ1512650
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: 'Little Wins': Impactful Coaching Practices to Support New Teachers
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Anne+H%2E+Cash%22">Anne H. Cash</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4873-7015">0000-0002-4873-7015</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jae+Hoon+Lim%22">Jae Hoon Lim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8167-1866">0000-0001-8167-1866</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marah+Lambert%22">Marah Lambert</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3293-0355">0000-0002-3293-0355</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elizabeth+Hodge%22">Elizabeth Hodge</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-8598-5788">0009-0009-8598-5788</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teacher+Education%22"><i>Journal of Teacher Education</i></searchLink>. 2026 77(4):319-332.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teacher+Induction%22">Beginning Teacher Induction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Situated+Learning%22">Situated Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/00224871261452565
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0022-4871<br />1552-7816
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The North Carolina New Teacher Support Program (NC-NTSP) provided induction support to 11,329 teachers between 2014 and 2024, with documented impacts on teacher retention. Through the lens of situated learning theory, this qualitative study explores NC-NTSP coaching practices post-pandemic, including what coaches envision as impactful practices and contextual factors that shaped their practices and outcomes. Our collaborative thematic analysis of 12 focus group interviews (N = 37) elucidated complexity in participants' coaching practices posed by intensified needs of, and greater variability among, new teachers. Recognizing new teachers' psychological and professional fragility, coaches prioritized building relationships with teachers and individualizing support. Coaches perceived their own impact in terms of "little wins" that contributed to enhanced instructional capacity, offering an alternative approach to advancing research on teacher induction.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1512650
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1512650
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/00224871261452565
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 319
    Subjects:
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Beginning Teacher Induction
        Type: general
      – SubjectFull: Teacher Persistence
        Type: general
      – SubjectFull: Situated Learning
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Trust (Psychology)
        Type: general
      – SubjectFull: Self Esteem
        Type: general
      – SubjectFull: North Carolina
        Type: general
    Titles:
      – TitleFull: 'Little Wins': Impactful Coaching Practices to Support New Teachers
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Anne H. Cash
      – PersonEntity:
          Name:
            NameFull: Jae Hoon Lim
      – PersonEntity:
          Name:
            NameFull: Marah Lambert
      – PersonEntity:
          Name:
            NameFull: Elizabeth Hodge
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0022-4871
            – Type: issn-electronic
              Value: 1552-7816
          Numbering:
            – Type: volume
              Value: 77
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Journal of Teacher Education
              Type: main
ResultId 1