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An Experimental Investigation Of The Effectiveness Of Peer Coaching During Student Teaching
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Book Synopsis An Experimental Investigation of the Effectiveness of Peer Coaching During Student Teaching by : Carolyn Kuehn
Download or read book An Experimental Investigation of the Effectiveness of Peer Coaching During Student Teaching written by Carolyn Kuehn and published by . This book was released on 1987 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Investigation of Peer Coaching in the Foreign Language Student Teaching Practicum by : Teresa A. Benedetti
Download or read book An Investigation of Peer Coaching in the Foreign Language Student Teaching Practicum written by Teresa A. Benedetti and published by . This book was released on 1999 with total page 794 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The purpose of this study was to advance knowledge about foreign and second language (L2) teaching by studying preservice teachers' pedagogical reasoning in a peer coaching program utilizing research from general teacher education. Peer coaching can enhance teaching and teacher supervision because it provides opportunities to discuss, analyze, and reflect on problems of professional practice.
Download or read book Peer Coaching written by Irene J. Caswell and published by . This book was released on 2001 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Peer Coaching to Enrich Professional Practice, School Culture, and Student Learning by : Pamela Robbins
Download or read book Peer Coaching to Enrich Professional Practice, School Culture, and Student Learning written by Pamela Robbins and published by ASCD. This book was released on 2015-05-19 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explains how to develop a collaborative, learning-focused culture and build trust among colleagues; offers strategies for participating in difficult conversations that yield useful feedback; clarifies how to develop, sustain, and evaluate peer coaching efforts; and showcases exemplary peer coaching practices used in real schools.
Book Synopsis Peer Coaching in Teacher Education by : Gloria A. Neubert
Download or read book Peer Coaching in Teacher Education written by Gloria A. Neubert and published by . This book was released on 1994 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preservice peer coaching is a collegial relationship between student teachers who provide reciprocal, in-class assistance to one another as they attempt to incorporate new teaching skills, strategies, and approaches into their teaching. The typical peer-coaching cycle includes a preview conference, during which the student teachers discuss the focus of the upcoming lesson; observation of the lesson by the student teacher coach; and a follow-up conference, during which the student teachers analyze the lesson. Peer coaching facilitates the recall of skills and strategies from methodology classes, fosters collegiality, and promotes reflection on teaching. Effective use of peer coaching requires training in interacting as both coach and recipient of coaching. Supervising teachers also need to be introduced to the goals, procedures, and benefits of peer coaching. Problems inherent in preservice peer coaching include increased time requirements involved in the coaching cycle, increased time involvement of university personnel, development of unhealthy competitiveness, and student teachers' lack of confidence in giving constructive feedback. (Contains 17 references.) (JDD)
Book Synopsis How Do Peers Impact Learning? by : Erik O. Kimbrough
Download or read book How Do Peers Impact Learning? written by Erik O. Kimbrough and published by . This book was released on 2017 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: Classroom peers are believed to influence learning by teaching each other, and the efficacy of this teaching likely depends on classroom composition in terms of peers' ability. Unfortunately, little is known about peer-to-peer teaching because it is never observed in field studies. Furthermore, identifying how peer-to-peer teaching is affected by ability tracking-grouping students of similar ability-is complicated by the fact that tracking is typically accompanied by changes in curriculum and the instructional behavior of teachers. To fill this gap, we conduct a laboratory experiment in which subjects learn to solve logic problems and examine both the importance of peer-to-peer teaching and the interaction between peer-to-peer teaching and ability tracking. While peer-to-peer teaching improves learning among low-ability subjects, the positive effects are substantially offset by tracking. Tracking reduces the frequency of peer-to-peer teaching, suggesting that low-ability subjects suffer from the absence of high-ability peers to teach them.
Book Synopsis Effectiveness of Peer Teaching in Enhancing Academic Performance, Engagement, and Social-Emotional Outcomes among High School Students: A Quasi-Experimental Study by : KHRITISH SWARGIARY
Download or read book Effectiveness of Peer Teaching in Enhancing Academic Performance, Engagement, and Social-Emotional Outcomes among High School Students: A Quasi-Experimental Study written by KHRITISH SWARGIARY and published by GOOGLE. This book was released on 2024-06-01 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigates the effectiveness of peer teaching in improving academic performance, student engagement, and social-emotional outcomes among high school students. A quasi-experimental design was employed, involving 200 students from grades 10 and 11 at Martha High School. The study utilized a mixed-methods approach, combining quantitative analysis of standardized test scores and surveys with qualitative data from focus group discussions. Results indicate significant improvements in academic performance, with a mean increase of 7.1 points in the peer teaching group compared to the control group. Student engagement levels also increased significantly, as evidenced by a mean difference of 0.9 points. Moreover, social and emotional outcomes showed substantial improvements in the peer teaching group. Despite implementation challenges, such as the need for ongoing training and support, the study highlights the potential of peer teaching as a valuable educational strategy. These findings contribute to the growing body of literature on peer teaching and provide practical insights for educators seeking to enhance student outcomes.
Book Synopsis Faculty Peer Coaching in Higher Education by : Kristin N. Rainville
Download or read book Faculty Peer Coaching in Higher Education written by Kristin N. Rainville and published by IAP. This book was released on 2023-11-01 with total page 448 pages. Available in PDF, EPUB and Kindle. Book excerpt: Peer Coaching is a collaborative, reciprocal practice where faculty members observe, reflect, and improve their instructional practices with the goal of improved learning for all students. This edited book includes chapters describing faculty peer coaching initiatives in universities world-wide. Section one includes chapters that give an overview of what faculty peer coaching is and what the benefits of faculty peer coaching can be. The second section of the book explores the theoretical and practical implications of engaging in faculty peer coaching and the trust and vulnerability that comes along with opening up your instructional practices to a colleague. Section three of the book includes several examples of peer coaching initiatives across various disciplines in higher education settings. Section four situates peer coaching in the broader institutional framework. This book is a must for leaders of faculty development initiatives, directors and staff from teaching & learning centers, department chairs, faculty, graduate students, deans, student services staff, chief academic officers, and educational consultants.
Book Synopsis Instructional Coaching by : Jim Knight
Download or read book Instructional Coaching written by Jim Knight and published by Corwin Press. This book was released on 2007-05-01 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: An innovative professional development strategy that facilitates change, improves instruction, and transforms school culture! Instructional coaching is a research-based, job-embedded approach to instructional intervention that provides the assistance and encouragement necessary to implement school improvement programs. Experienced trainer and researcher Jim Knight describes the "nuts and bolts" of instructional coaching and explains the essential skills that instructional coaches need, including getting teachers on board, providing model lessons, and engaging in reflective conversations. Each user-friendly chapter includes: First-person stories from successful coaches Sidebars highlighting important information A "Going Deeper" section of suggested resources Ready-to-use forms, worksheets, checklists, logs, and reports
Download or read book Peer Coaching written by Les Foltos and published by Corwin Press. This book was released on 2013-08-06 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: This guide trains teachers to help each other refine their classroom strategies and tailor them to 21st Century needs. Insights include how peer coaching involves much more than just one teacher offering another advice, how a coaching relationship is first built on trust, and then on the willingness to take risks, and why peer coaching should focus on adapting teaching methods to the technological future of education.
Book Synopsis Peer Coaching by : Robbie Youngblood Vincent
Download or read book Peer Coaching written by Robbie Youngblood Vincent and published by . This book was released on 2014 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods study examined the relationship between participation in peer coaching and teacher efficacy. The problem addressed was the need to support teachers, as they teach their students new standards and curriculum. The subjects included 22 teachers in three elementary schools in Northwest Georgia. The researcher utilized the Teacher Sense of Efficacy Scale, student CRCT scores, participant interview transcriptions, and participant journal entries as data sources. Upon conducting independent measure t tests, the data did show a relationship between peer coaching and teacher efficacy. The results from this study can lead to the improvement of teacher training by alerting administrators to the role peer coaching plays in improving teacher efficacy.
Book Synopsis How Do Peers Impact Learning? An Experimental Investigation of Peer-to-Peer Teaching and Ability Tracking by : Erik O. Kimbrough
Download or read book How Do Peers Impact Learning? An Experimental Investigation of Peer-to-Peer Teaching and Ability Tracking written by Erik O. Kimbrough and published by . This book was released on 2019 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: Classroom peers presumably influence learning by teaching each other. Unfortunately, little is known about peer-to-peer teaching because it is never observed in field studies. The efficacy of this teaching likely depends on the ability of one's peers. We investigate the mechanisms of peer effects experimentally to establish the importance of peer-to-peer teaching and how it is affected by ability tracking--grouping students of similar ability. While peer-to-peer teaching improves learning among low-ability subjects, the positive effects are offset by tracking. Tracking reduces peer-to-peer teaching, suggesting that low-ability subjects suffer from the absence of high-ability peers to teach them.
Book Synopsis Teacher Training and Effective Pedagogy in the Context of Student Diversity by : Liliana Minaya-Rowe
Download or read book Teacher Training and Effective Pedagogy in the Context of Student Diversity written by Liliana Minaya-Rowe and published by IAP. This book was released on 2002-06-01 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this volume is two-fold. First, the book attempts to initiate a research-based dialogue from a variety of perspectives specifically about teacher training and teaching in the context of student linguistic and cultural diversity; and, second, to cast a wide net over three major areas of professional development that have the potential to impact on teacher quality and on the educational services provided to ELLs at all levels of instruction. This book represents a first attempt to a quiet revolution going on in teacher education (Johnson, 2000). It allows the reader to uncover research activities and experiences that constitute individual teacher education program initiatives. A revolution, because it is stirring the very essence of what stands at the core of teacher education, a core that has long been based more on training to teach monolingual English speaking students and less on teaching ELLs, their first and second language development, using their bilingualism to teach academics, and on the process of becoming an effective teacher of ELLs. This state-of-the-art review brings together research on effective pedagogy and teacher training. The nine feature chapters are directly concerned with effective new structures and practices for professional development and are presented in a framework that considers a wide spectrum of topics to address issues such as: what teachers need to understand about English language learners, what kind of professional experiences are likely to facilitate those understandings, and what kinds of teacher education programs and school settings are able to support their ongoing learning. The authors also discuss the implications of their work for helping English language learners connect and benefit from school from the points of view of (1) school reform, (2) teachers’ bilingual proficiencies, (3) teachers’ knowledge and beliefs, and (4) teacher training programming and sustainability.
Book Synopsis A Study of the Impact of Brevard Public School's Peer Coaching Model on Student Achievement Outcomes and Teacher Evaluation Results by : Debra P. Pace
Download or read book A Study of the Impact of Brevard Public School's Peer Coaching Model on Student Achievement Outcomes and Teacher Evaluation Results written by Debra P. Pace and published by . This book was released on 2015 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this research was to evaluate the effectiveness of a sustained professional development initiative, Peer Coaching, on improving teacher performance and student achievement. Developed in a large school district on the east coast of central Florida, Brevard's Peer Coaching Model (BPCM) was implemented during the summer following the 2011-2012 school year to support teachers and administrators with implementation of a new teacher evaluation system designed to promote continuous improvement in teaching and learning. Teams of highly effective teachers were chosen from each school to participate in nine days of training and follow-up over the course of the study, in order to encourage improvement in their own instructional practice and the practice of their peers through greater understanding of the evaluation framework and observation rubrics, enhanced collaboration, and peer observation and coaching. Quantitative data were obtained from Brevard Public Schools Office of Testing and Accountability for professional practices evaluation scores and value-added results. Professional practices scores are determined by trained and certified school administrators, assigning up to three points across seven dimensions for a total possible of 21 points. The school district assigns all teachers a three-year aggregated VAM score, based on results from Florida's standardized test for reading and mathematics, FCAT, and BPS teachers earn a teacher-aggregated VAM (TAV), a non-FCAT teacher-aggregated VAM (NFTAV), or a school-aggregated VAM (SAV) depending on their grade level and content area assignment.
Download or read book Peer Coaching written by Nanci W. Johnson and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purposes of this study were to 1) determine if teacher knowledge of the instructional components of opportunity to respond (OTR) including academic prompting, wait time and positive feedback increase as a result of a reciprocal peer coaching (PC) intervention, 2) observe whether teacher delivery of the OTR components increase as a result of the PC intervention, 3) observe whether a change in teacher delivery of OTR components results in a change in at-risk student performance during academic instruction, and 4) examine teacher perceptions of PC as a beneficial process for improving their knowledge and use of effective practices. A single-subject, multiple baseline design was used to examine the impact of the peer coaching intervention on teacher instructional practice and at-risk students' academic and social behaviors. Findings indicated teachers were able to implement with fidelity a proscribed form of reciprocal peer coaching, and they perceived the process as beneficial for improving their knowledge and delivery of OTR components. However, there were not clear and strong functional relationships between the intervention and changes in teacher and student behavior. These results call into question the promotion of peer coaching for improving teacher knowledge and delivery of research based instructional practices.
Book Synopsis Peer Coaching in Action Research as a Lived Practice for Teacher Professional Development by : Hoi-Shan Wong
Download or read book Peer Coaching in Action Research as a Lived Practice for Teacher Professional Development written by Hoi-Shan Wong and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Peer Coaching in Action Research as a Lived Practice for Teacher Professional Development" by Hoi-shan, Wong, 黃愷珊, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: ABSTRACT The recognition of the importance of professional development for teachers and the growing awareness of the power of teacher collaboration to meet with the challenges in this ever-changing world encourage the use of collaborative professional development activities at schools. There are various collaborative professional development activities and my school has chosen to adopt peer coaching because of its emphasis on confining partnership. However, as it has been implemented as a one-off practice, I cannot see teachers have assumed new roles and gained a sense of empowerment. To see whether one-off practice is really a problem, the study is an action research examining how my peer partner, Karie, and I, who are both English teachers, engaged in peer coaching as lived practice. We prepared ourselves to practise peer coaching continually for the academic year. During the process, obstacles and opportunities for learning embedded in the practice were attempted to identify and explore. With the use of my reflective journal, my observation and Karie's reflective notes, it was hoped to document and reveal the most accurate picture of our interactions and feelings. The findings showed how Karie and I lived with a series of peer coaching actions aiming at improving students' English writing. However, the process was not carried out smoothly. Our working relationship was not harmonious throughout the period and the implementation was split into two with a four-month break in between. They were unexpected and turned out to be the limitations of the research. Committed to living with peer coaching, we kept on practicing it despite the obstacles. Tackling the obstacles on one hand while identifying the opportunities on the other, it is interesting to note that there may not be clear-cut statements of opportunities or obstacles for peer coaching. Instead of two separate items, both were found to be grounded in peer relationship, human resources, the system and the nature of peer coaching and time. Coming to the end of the action research, the practice this year inspired me to think that collaborative inquiry in practice should be one of the available professional development options for teachers at school and that teachers have the responsibility to be action researchers to promote the growing of knowledge in the field. DOI: 10.5353/th_b3568493 Subjects: Peer review - China - Hong Kong Action research in education - China - Hong Kong Teacher effectiveness - China - Hong Kong
Book Synopsis Peer Coaching: Teachers as Leaders, Teachers as Learners by : Joanne Pollara
Download or read book Peer Coaching: Teachers as Leaders, Teachers as Learners written by Joanne Pollara and published by . This book was released on 2012 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Teaching has long been considered an isolated profession with little opportunity for collaboration. Teachers often meet in committees and faculty meetings to fulfill teaching and contractual obligations, but ongoing commitment toward collaborative understanding of teaching methods is often not a regular practice in schools. A major task for school leaders is to create improvement from within the school as opposed to outside intervention and federal mandates. Teachers are a valuable resource and each one possesses expertise in strategies and methodologies that can be a benefit to others. This action research study explored the effects of peer coaching on instructional practice, use of common planning time, and teacher perceptions of peer coaching as professional development. A pilot study took place in a Pre-K- Grade 5 elementary school in which 15 participants utilized The 2 + 2 Performance Appraisal Model for Collaborative Peer Coaching designed by Dwight W. Allen and Alyce C. LeBlanc. Data collection instruments included an online survey before and after the pilot study. At the conclusion of the pilot study, two focus groups and four individual face to face interviews were conducted. Data analysis revealed that peer coaching impacted aspects of teachers' instructional practice. Participants reported an increased repertoire of instructional skills. Participants cited areas of growth in classroom management, knowledge of the curriculum in grades other than the one to which they are currently assigned and knowledge of students at Endeavor Elementary School to assist in informing instruction. The frequency of the use of common planning time for collaboration was increased. Common planning time was utilized for collaborative planning and reflection on teaching practice. Scheduling time and finding time to conduct peer observations were the biggest challenges reported. Participants shared that peer coaching increased confidence and reduced isolation. Analysis of the qualitative data indicated that peer coaching was perceived as an effective means of professional development in part because it takes place in an authentic environment and is self-directed. Participants reported an increase in motivation when learning is personalized or self-directed.
