Feasibility, Acceptability, and Preliminary Effectiveness of a Reflective Supervision Professional Development Series Within Early Care and Education.
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| Title: | Feasibility, Acceptability, and Preliminary Effectiveness of a Reflective Supervision Professional Development Series Within Early Care and Education. |
|---|---|
| Authors: | Huffhines, Lindsay1,2 (AUTHOR) lindsay_huffhines@brown.edu, Silver, Rebecca B.1,2 (AUTHOR), Low, Christine M.1,2 (AUTHOR), Newland, Rebecca1,2 (AUTHOR), Herman, Rachel1,2 (AUTHOR), Ramirez, Isai2 (AUTHOR), Elwy, A. Rani1,3 (AUTHOR), Parade, Stephanie H.1,3 (AUTHOR) |
| Source: | Early Education & Development. Jul2025, Vol. 36 Issue 5, p967-990. 24p. |
| Subject Terms: | *Career development, *Early childhood teachers, Community-based programs, Data integration, Supervisors |
| Abstract: | The positive impacts of Reflective Supervision (RS) are becoming increasingly evident. This approach may be especially important for early childhood teachers, who must deliver academic curricula and attend to children's social-emotional development while maintaining high-quality program standards in increasingly challenging environmental contexts. However, to effectively provide RS to early childhood teachers, supervisors must first be trained in this approach. This paper describes the results of one such innovative training effort using data from a statewide, community-based program evaluation and a pilot open trial in the United States. Participants (N = 83 supervisors) were offered foundational training in RS followed by monthly skill-building sessions. We used a concurrent mixed methods approach, integrating observational, survey, and interview data collected simultaneously to assess feasibility, acceptability, and preliminary effectiveness of the RS professional development series. Data integration was achieved through contiguous narrative and joint display approaches. Research Findings: The RS series was feasible to implement, acceptable to participants, and led to improved reflective supervisory competencies. Practice or Policy: The RS series may represent an opportunity to effectively support the early care and education workforce, and in turn, benefit children. We discuss some differences between samples that may be useful for future implementation efforts across early care and education settings. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186418910 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Feasibility, Acceptability, and Preliminary Effectiveness of a Reflective Supervision Professional Development Series Within Early Care and Education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Huffhines%2C+Lindsay%22">Huffhines, Lindsay</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> lindsay_huffhines@brown.edu</i><br /><searchLink fieldCode="AR" term="%22Silver%2C+Rebecca+B%2E%22">Silver, Rebecca B.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Low%2C+Christine+M%2E%22">Low, Christine M.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Newland%2C+Rebecca%22">Newland, Rebecca</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Herman%2C+Rachel%22">Herman, Rachel</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ramirez%2C+Isai%22">Ramirez, Isai</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Elwy%2C+A%2E+Rani%22">Elwy, A. Rani</searchLink><relatesTo>1,3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Parade%2C+Stephanie+H%2E%22">Parade, Stephanie H.</searchLink><relatesTo>1,3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Education+%26+Development%22">Early Education & Development</searchLink>. Jul2025, Vol. 36 Issue 5, p967-990. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+teachers%22">Early childhood teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Community-based+programs%22">Community-based programs</searchLink><br /><searchLink fieldCode="DE" term="%22Data+integration%22">Data integration</searchLink><br /><searchLink fieldCode="DE" term="%22Supervisors%22">Supervisors</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The positive impacts of Reflective Supervision (RS) are becoming increasingly evident. This approach may be especially important for early childhood teachers, who must deliver academic curricula and attend to children's social-emotional development while maintaining high-quality program standards in increasingly challenging environmental contexts. However, to effectively provide RS to early childhood teachers, supervisors must first be trained in this approach. This paper describes the results of one such innovative training effort using data from a statewide, community-based program evaluation and a pilot open trial in the United States. Participants (N = 83 supervisors) were offered foundational training in RS followed by monthly skill-building sessions. We used a concurrent mixed methods approach, integrating observational, survey, and interview data collected simultaneously to assess feasibility, acceptability, and preliminary effectiveness of the RS professional development series. Data integration was achieved through contiguous narrative and joint display approaches. Research Findings: The RS series was feasible to implement, acceptable to participants, and led to improved reflective supervisory competencies. Practice or Policy: The RS series may represent an opportunity to effectively support the early care and education workforce, and in turn, benefit children. We discuss some differences between samples that may be useful for future implementation efforts across early care and education settings. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186418910 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10409289.2024.2424733 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 967 Subjects: – SubjectFull: Career development Type: general – SubjectFull: Early childhood teachers Type: general – SubjectFull: Community-based programs Type: general – SubjectFull: Data integration Type: general – SubjectFull: Supervisors Type: general Titles: – TitleFull: Feasibility, Acceptability, and Preliminary Effectiveness of a Reflective Supervision Professional Development Series Within Early Care and Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Huffhines, Lindsay – PersonEntity: Name: NameFull: Silver, Rebecca B. – PersonEntity: Name: NameFull: Low, Christine M. – PersonEntity: Name: NameFull: Newland, Rebecca – PersonEntity: Name: NameFull: Herman, Rachel – PersonEntity: Name: NameFull: Ramirez, Isai – PersonEntity: Name: NameFull: Elwy, A. Rani – PersonEntity: Name: NameFull: Parade, Stephanie H. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10409289 Numbering: – Type: volume Value: 36 – Type: issue Value: 5 Titles: – TitleFull: Early Education & Development Type: main |
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