Date of Award
Spring 3-2017
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Dr. Stephen Sherblom
Second Advisor
Dr. Amy L. Birath
Third Advisor
Jean S. Moog
Abstract
The purpose of this study was to explore the application of andragogical principles to real-time embedded coaching of parents, when teaching their children with hearing loss to talk. The research population included parents of children with hearing loss from 10 months-of-age to three years old. These participants engaged in parent support sessions at the Moog Center for Deaf Education using real-time embedded coaching during face-to-face sessions. The research population also included the teachers of the deaf, employed at the Moog Center, who provided the real-time embedded coaching with the application of andragogical principles during parent-child sessions. At the conclusion of the six-month study period, the five caregiver participants engaged in in-person interviews, and the five teachers at the Moog Center participated in a focus group. The interviews provided caregiver perspectives, while the focus group provided information about the teachers’ perspectives about the application of andragogical principles to real-time embedded coaching. All responses were analyzed for emerging themes. Caregiver responses during the individual in-person interviews, related to their experiences as coaches during real-time embedded coaching, revealed three main themes: establishing a climate conducive to learning, readiness to learn/motivation to engage in coaching sessions, and the coaching experience. Teachers’ comments, related to their experiences as coaches, provided during the focus group, revealed four main themes: changes to the implementation of providing coaching, teachers’ perceptions of their roles as coaches, changes in teachers’ attitudes, and changes in caregiver behavior. Teachers’ perspectives, as expressed in the focus group, were in agreement with the caregivers’ perspectives. Secondary data came from routine data collected at the Moog Center and iii provided information about the children’s receptive and expressive vocabulary growth. Data for both groups indicated the same growth for receptive vocabulary. Data for expressive vocabulary growth indicated the study children made more expressive vocabulary progress than those children whose parents did not receive andragogical real time embedded coaching. The implementation of real-time embedded coaching with the application of andragogical principles to coaching caregivers, when helping their children with hearing loss learn to talk, increased caregiver engagement.
Recommended Citation
Brooks, Betsy Moog, "Applying Andragogical Principles to Real-Time Embedded Parental Coaching When Helping Their Children with Hearing Loss to Talk" (2017). Dissertations. 181.
https://digitalcommons.lindenwood.edu/dissertations/181
Rights
Copyright 2017