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Research on Coaching
... The quality of education provided at school has been shown to impact the reading proficiency of its students. Research has consistently also shown that the quality of instruction provided by individual teachers, or teacher quality, is one of the most important variables affecting student achievement (Cornett & Knight, 2009;Goe, 2007;Wenglinsky, 2000). Reading achievement specifically is also affected by teacher quality. ...
... A great deal of evidence supports the power of instructional coaching to increase teacher quality and impact student learning in resource-rich environments (Bean, 2014;Pflepsen, 2019;Knight, 2009;Smiley et al., 2020). A small but growing body of evidence also has demonstrated its effectiveness as an important component of early-grade literacy interventions in developing countries (Cornett & Knight, 2009;Evans & Popova, 2015;Pflepsen, 2019). ...
... The workshops are facilitated by Child Aid Literacy Trainers assigned to each school. In order to affect a paradigmatic shift in the approach of teachers to teaching and literacy instruction, one-on-one coaching is an important aspect of the program (Cornett & Knight, 2009). Following the full day professional development workshops, each teacher is visited at least three times by the Literacy Trainer for coaching sessions in her classroom. ...
Efforts to address persistent intergenerational poverty in the Global South have focused, in part, on improving both access to and quality of schooling for all children, often including teacher training and provision of materials. Child Aid supports literacy development in hundreds of primary schools in indigenous communities in the rural highlands of Guatemala through an innovative and scalable teacher training program. The program works in over 100 schools at a time offering a four-year intervention with a three-pronged approach: workshops; professional instructional coaching; and providing thousands children's literature books to school libraries and classrooms. Child Aid's program is uniquely focused on improving not only basic reading ability, but reading comprehension skill and critical thinking among students. This study examined whether Child Aid's multifaceted but scalable intervention had a positive effect on children's reading comprehension through two large-scale quasi-experimental studies, with the first serving as the initial study and the second serving as a replication study. Hierarchical linear modeling was used to explore differences in reading comprehension gains between two large samples comparing students' reading comprehension gains in Child Aid schools with those of students in control schools. In both studies, students in Child Aid schools consistently demonstrated significantly greater gains in their reading comprehension skills than students who were not in Child Aid schools. Additionally, we learned students with weaker skills at the start of the year had the greatest gains. These findings will be presented and implications for the Child Aid program and other literacy interventions will be discussed.
... Learning coaching has been implemented in schools in many different ways with different underlying theory. For example, Cornett and Knight (2008) did an extensive research on coaching finding four approaches to learning coaching: peer coaching (modeling, practice, and feedback), cognitive coaching (set of strategies and thinking to reshape thinking and problem solving capabilities), literacy coaching (emphasizes the development of students' reading and writing abilities) and instructional coaching (collaborative work, empowerment to incorporate research-based instructional methods into classrooms). Moreover, Vezub and Alliaud (2012) refer to different models of coaching: support to personal relationships (therapeutic relationship); technical service; closure of an initial training process and professional licensing; mutual training and feedback. ...
... Ross (1992) linked teacher efficacy to coaching concluding that student achievement are higher when teachers interacted more extensively with their coaches. In other instance, it is also possible to find studies as Cornett and Knight (2008) who indicate an absence in research showing that coaching improves teaching practices that increase student achievement. ...
... Regarding the Peruvian strategy, in spite of the rich literature about this theme (Consejo Nacional de Educación, 2007a;Joyce and Showers, 1982;Knight, 2008;Puig and Froelich, 2006;Rhodes and Beneicke, 2006;Swafford, 1998;Veenman, 1995), it is not possible to find solid theoretical foundations of the learning coaching strategy in the official documents of the Ministry of Education. The only mention is the understanding of learning coaching as "a collaborative and critical support from a coach, which is understood as a systematic and ongoing assistance process in order to promote reflection of the teachers of their practice and explore the assumptions behind it" (Ministerio de Educación, 2014a, p. 7). ...
La presente investigación analiza la estrategia nacional llamada “Acompañamiento pedagógico” promovida por el Ministerio de Educación del Perú desde el año 2008, centrada en escuelas multi-grado rurales con lengua castellana y bilingues. La investigación se centra en los logros de aprendizaje de sus estudiantes así como evaluar y recomendar mejoras en su implementación. El primer objetivo fue determiner si existe diferencia significativa entre escuelas que han recibido acompañamiento pedagógico y aquellas que no han recibido en las pruebas nacionales tomadas a alumnus de segundo grado de primaria en comprensión lectora y matemáticas. Para ello se realizaron diversos tests de análisis de varianzas mixtas. Los hallazgos demuestran que han habido interacciones estadísticamente significativas entre recibir acompañamiento pedagógico por 3 años, lo cual indica que la estrategia es efectiva a fin de mejorar los aprendizajes de los estudiantes. La segunda meta de la investigación fue analizar la estrategia de acuerdo a la lógica subyacente en la política nacional de presupuesto por resultados en la que se enmarca la estrategia. Se realizó una revision y análisis documental, centrándose en el diseño lógico, focalización, organización y gasto público. Se encontraron inconsistencias en el diseño, problema de cobertura y la ausencia de estándares claros de organización.
... In this study, Grant et al. (2010) have found that coaching can lead to enhanced self-reported leadership and communication styles (p.162). Third, in a review of research into coaching in education Cornett and Knight (2008) have found evidence that coaching after professional development leads to improvements in implementation rates (p. 209). ...
... This raises a question about whether participants would have set up the cocoaching arrangement if this section of the workshop, instead of simple encouragement had used a coaching model that included a maintenance stage, for example GROWTH (Growth Coaching International, n.d.), or Skiffington and Zeus' (2003) four-stage model. Cornett and Knight (2008) state that 'one-shot professional development without coaching follow-up does not lead to wide implementation' (p. 209). ...
... Second, a longitudinal study could look at the extent of implementation following introductory training workshops. The study could compare settings with and without formally-arranged follow-up co-coaching, relating closely to Cornett and Knight's (2008) findings that coaching after professional development led to improved implementation rates. The third suggestion might be of interest to educators attempting to increase access to coaching training for teachers who find attendance at face-to-face workshops difficult because of scarcity of finance or supply teachers. ...
Objectives
This study sought to explore teachers’ experiences of a coaching psychology intervention – an introductory coaching training workshop that included a positive psychology intervention and episodes of narrative-collaborative group coaching.
Design
A qualitative design was applied to explore the participants’ experiences. Interpretative phenomenological analysis (IPA) was used to analyse the data.
Method
The study took place in Scotland, where new professional update procedures require school leaders to use coaching skills. The participants were five teachers who had attended the workshop. Data collection was through semi-structured interviews.
Results
Two main themes emerged from the analysis. The first theme, ‘Learning with others – the value of collaboration’, had two sub-themes: ‘Working with a partner made it real’ and ‘Feeling part of the group’. The second theme, ‘Reflection – the value of time to think’ had three sub-themes: ‘Myself as coach and coachee’, ‘Coaching and other people’, and ‘Making plans to start coaching and sharing’.
Conclusions
The participants reported that collaborating with others and having time for reflection enhanced their learning. The limitations of the study are discussed and areas for future research are proposed.
... Various models such as presentations, watching videos, examples of activity plans, use of educational materials, figures and tables and examples of mistakes that children often make for some activities and modelling the activities were used. The PAPDP was created based on instructional coaching, one of the scientific evidence-based coaching models (Cornett & Knight, 2009). By instructional coaching, teachers were guided to achieve the set goals (Cornett & Knight, 2009). ...
... The PAPDP was created based on instructional coaching, one of the scientific evidence-based coaching models (Cornett & Knight, 2009). By instructional coaching, teachers were guided to achieve the set goals (Cornett & Knight, 2009). In this context, the principles and components of instructional coaching were taken into consideration (Knight, 2012). ...
... However, it also helps to prevent burnout syndrome, supports teachers' wellbeing, decreases professional stress, supports good relationships in the organisation and serves as a potentially positive influence for the school's development as a whole (Allan, 2007;Brock & Beama-Diglia, 2018; and more). Furthermore, research confirms that teachers who have been coached or mentored are more likely than non-coached peers to transfer newly acquired teaching practices into the classroom (Cornett & Knight, 2009). It is also known that the collegial support in all forms decreases the risk of developing burnout syndrome and, at the same time, increases teachers' commitment to the school. ...
... Within the educational setting, the term 'coaching in education' covers a broad range of interventions with the objective of improving outcomes for learners. The goal of a coach in schools is to improve student achievement by building teachers' capacity and understanding of instructional practices (Cornett & Knight, 2009). Similarly, van Nieuwerburgh (2012 states that coaching in education is 'A one-to-one conversation that focuses on the enhancement of learning and development through increasing self-awareness and a sense of personal responsibility, where the coach facilitates the self-directed learning of the coachee through questioning, active listening, and appropriate challenge in a supportive and encouraging climate'. ...
... Pedagogical coaching for university faculty consists of facilitated, guided learning, rather than instructing clients directly; and helping clients to develop a sense of self-awareness, responsibility, and self-efficacy (Cornett & Knight, 2009). The practice has become more common at the tertiary level in recent decades as more focus is placed on faculty and professional development (Cariaga-Lo et al., 2010;McKee & Tew, 2013). ...
... Various studies of university faculty coaching indicate significant advantages of coaching for teacher efficacy, teaching practices, reflective thinking skills, job satisfaction, student outcomes, and professional development from particular forms of coaching like cognitive and peer coaching (Cornett & Knight, 2009). Faculty coaching often involves general reflective coaching and cognitive coaching methods, which focus on cultivating teacher efficacy, and their advantages have been shown in qualitative studies (Edwards & Newton, 1995). ...
... Effects of instructional coaching on teacher knowledge, skills and dispositions Coaching can greatly impact teachers' awareness, knowledge and fidelity of best practices, especially when compared to traditional professional development models (Cornett and Knight, 2009;Knight, 2018;L'Allier et al., 2006;Sonesh et al., 2015). Knight (2018) identified that teachers who received coaching were more likely to remember content. ...
... Knight (2018) identified that teachers who received coaching were more likely to remember content. Similarly, Cornett and Knight (2009) identified that when teachers were given solely a description of new instructional skills, only 10% used the approach in the classroom. However, when coaching was added alongside the description of the new skill, approximately 95% of teachers implemented the new skills. ...
Purpose
The purpose of this study was to identify if and how K–6 teachers perceive that their literacy instructional coaches influence their writing teaching.
Design/methodology/approach
The authors employed a parallel convergent mixed-methods design with survey data. The authors used thematic analysis to identify patterns within short-answer responses.
Findings
K–6 teachers receive little literacy coaching specific to writing. However, when they do receive coaching, they believe it benefits their writing instruction. Sustained coaching through the coaching cycle, frequent collaborations, and support with writing instructional resources and strategies were reported as the most influential writing coaching practices.
Research limitations/implications
Sample size was a limitation to this study. Of the 66 participants, 41 (62%) completed the entire survey.
Practical implications
This research provides coaches with valuable insights about coaching practices that teachers find to be the most effective in influencing their writing instruction. The increase in teachers' competence in writing instruction due to coaching provides evidence to administrators and stakeholders that coaching in writing is an area in need of attention.
Originality/value
This study adds to research specific to the coaching of writing within the K–6 context, which currently is sparse.
... In the last few decades there has been a growing body of scientific research providing supportive evidence that coaching is an efficient approach supporting learning and professional development across the entire education sector: students, teachers, educators, and school leaders (Cornett & Knight, 2009;Green et al., 2007;Kraft et al., 2018;van Nieuwerburgh & Barr, 2016). Coaching has been described as a very powerful approach facilitating personal and professional change and learning through deep level listening, questioning, setting the right challenges and providing support along the process (Griffiths, 2005). ...
... The results obtained in qualitative analysis indicate that educational coaching can help teachers improve their well-being during the pandemic. Scientific research supports coaching as an effective strategy that can be employed for ongoing teacher learning and development (Cornett & Knight, 2009;Joyce & Showers, 1987;Knight, 2009;Kraft et al., 2018). Skiffington & Zeus (2003) describe coaching as 'a holistic multifaceted approach to learning and change'. ...
Emergency following the COVID-19 pandemic has forced educational institutions
in over 190 countries to close, and teachers worldwide worked hard to
adapt their curriculum to an online format and face multiple related challenges.
The purpose of this quantitative study was to investigate the impact that the
COVID-19 pandemic had on teachers’ performance and verify whether this
change may have been justified by individual resilience, self-compassion and
awe levels. The respondents perceived a significant drop in performance following
the outbreak of the COVID-19 pandemic across all investigated subscales.
Preliminary data obtained in this study indicate that this drop may be explained
by a link between performance and Awe, Resilience and Self-Compassion.
... In the last few decades there has been a growing body of scientific research providing supportive evidence that coaching is an efficient approach supporting learning and professional development across the entire education sector: students, teachers, educators, and school leaders (Cornett & Knight, 2009;Green et al., 2007;Kraft et al., 2018;van Nieuwerburgh & Barr, 2016). Coaching has been described as a very powerful approach facilitating personal and professional change and learning through deep level listening, questioning, setting the right challenges and providing support along the process (Griffiths, 2005). ...
... The results obtained in qualitative analysis indicate that educational coaching can help teachers improve their well-being during the pandemic. Scientific research supports coaching as an effective strategy that can be employed for ongoing teacher learning and development (Cornett & Knight, 2009;Joyce & Showers, 1987;Knight, 2009;Kraft et al., 2018). Skiffington & Zeus (2003) describe coaching as 'a holistic multifaceted approach to learning and change'. ...
... In the last few decades there has been a growing body of scientific research providing supportive evidence that coaching is an efficient approach supporting learning and professional development across the entire education sector: students, teachers, educators, and school leaders (Cornett & Knight, 2009;Green et al., 2007;Kraft et al., 2018;van Nieuwerburgh & Barr, 2016). Coaching has been described as a very powerful approach facilitating personal and professional change and learning through deep level listening, questioning, setting the right challenges and providing support along the process (Griffiths, 2005). ...
... The results obtained in qualitative analysis indicate that educational coaching can help teachers improve their well-being during the pandemic. Scientific research supports coaching as an effective strategy that can be employed for ongoing teacher learning and development (Cornett & Knight, 2009;Joyce & Showers, 1987;Knight, 2009;Kraft et al., 2018). Skiffington & Zeus (2003) describe coaching as 'a holistic multifaceted approach to learning and change'. ...
The coronavirus pandemic has turned out to be the biggest challenge the
modern educational systems across the world have ever faced. Many teachers
observed as their well-being plummeted as they started to overwhelmingly
worry about the health of their families, as they were facing confusing instruc-
tions, unclear expectations or technical difficulties. The purpose of this quali-
tative study is to diagnose the role of educational coaching in stimulating the
well-being of teachers during the pandemic of COVID-19. The results indicate
that educational coaching can help teachers improve their well-being during
the pandemic when teachers need to change their role – from classroom to
remote – and succeed under a new set of circumstances.
... Providing feedback to novice teachers contributes to their skill acquisition and transfer, and fidelity to the intervention strategies [25,26]. Moreover, when teachers receive coaching feedback immediately following an observation, they are more likely to make necessary changes to their pedagogy [27]. ...
To meet the needs of English learners (ELs) and the call of the Next Generation Science Standards to engage all students in communicating science ideas, a collaboration between science, second language acquisition, and disciplinary literacy teacher educators resulted in a trifocal approach within a reformed science teacher education program. The purpose of this study is to explore how TeachLivETM, a mixed-reality simulation technology, was used to prepare preservice teachers (PSTs) to support ELs in communicating science ideas through questioning. Findings from transcribed lessons, coaching sessions, and PST self-reports show that TeachLivETM provided opportunities to practice questioning and reflect on challenges, and was a collaborative learning context. The significance for secondary science teacher education and inservice teacher professional development is presented.
... In both cases, the targets were to support the learning process, the teaching process, and the characteristics of the teachers and, in the first case only, to learn about the teachers' practices; thus, forming four coaching cycles with different targets occurring at the same time. This complexity of coaching may explain why, as Cornett and Knight (2009) noted, many education systems recruit a professional to take on this task. The professional spends the majority of his or her time in this role to better support teachers' professional development and therefore offer better support to students' learning (Knight, 2009). ...
The value of coaching teachers by professional coaches in their school context is recognized to provide them with sustainable professional development (SPD). However, little is known about the coaching process promoting SPD and the variables that can explain its quality. Three objectives were pursued: 1) to describe the quality of the coaching process; 2) to determine the characteristics of the coach, and 3) to identify the characteristics of the school context that can explain quality to promote SPD. An Embedded Multiple-Case Study Design was conducted at two different schools. Results describe that the quality of the coaching process was clear in its orientation to precise goals, its complexity, and its dynamism. The coaches’ characteristics that can explain the quality of the coaching process to promote SPD are their perceptions of the context and their conceptions. The most important characteristic of the context that can reveal the quality of coaching enacted is the leadership of the school principal and the teachers’ culture of collaboration.
... Coaching, particularly, has gained prominence over mentoring due to its higher efficacy (Collins, 2021;Weitzel & Blank, 2019). Cornett and Knight (2011) found that teachers who participated in coaching were more likely to adopt new teaching strategies, resulting in improved instructional practices and better student outcomes. ...
This study investigated the effect of Content-Focused Coaching (CFC) on academic performance and retention in difficult biology topics among Senior Secondary School students in Zamfara State, Nigeria. Quasi-experimental design was adopted for the study. Multi-stage sampling technique was employed to select 1005 students (480 males, 525 females) and 48 teachers from 166 public schools. The Biology Performance Test, with a reliability coefficient of 0.77, was used for data collection. Teacher participants were exposed to CFC for seven weeks, focusing on six identified perceived difficult biology topics. Data collected were analysed using ANCOVA at a 0.05 significance level. Results showed significant differences in performance (F(3, 966)=111.394, p<0.05) and retention (F(3, 966)=164.035, p<0.05) among students taught by teachers with Pedagogical Content Knowledge and those taught by Biological Content Knowledge-only who were exposed to CFC. Gender differences were observed, with CFC being effective for both genders. Whereas, students taught by teachers with Pedagogical Knowledge-only exposed to CFC did not significantly improved in performance and retention, and showed notable gender differences similar to those taught by teachers in the control group. The study recommended CFC for professional development of biology teachers.
... et al, 2016. Cornett and Knight (2009) found that teachers successfully implement new teaching strategies learned in workshops only about 15% of the time, but if this is followed by instructional coaching, successful implementation reaches 85% (Martin. et al., 2011). ...
Computer Science drives innovation and discovery, and Computer Science classes in High Schools, particularly AP Computer Science Principles, have also been linked to better performance in other High School courses, but a Code.org report shows that the state of Florida, particularly the Northwest Florida region, is far behind the rest of the nation in offering Computer Science classes at the High School level. This paper discusses strategies that are can be implemented to improve High School Computer Science offerings in like-regions that have lower Computer Science offerings. The paper also discusses the challenges that come up in addressing this issue and presents potential avenues for addressing these challenges. One major challenge that is addressed is creating the culture of inclusive computing by getting more women and under-represented groups interested in taking Computer Science courses. Though this is a Northwest Florida case study, most of the strategies discussed in this paper would be applicable to any other part of the country with low Computer Science offerings with a similar socio-economic background.
... Bandura's (2006) agency theory claims that people with increased agency have the necessary power to transcend the injunctions of their immediate social environment to shape their course of life according to their own needs and interests. Furthermore, coaching can involve the application of certain approaches or methodologies, such as team, cognitive, systemic, goal-orientated, or adaptive coaching (Cornett & Knight, 2009). In addition, tools may be applied to enhance dialogue and inspire reflection, such as the GROW, STEPPA, or OSKAR. ...
Aim/Purpose Recent research highlights the growing decline in doctoral students' mental health and wellbeing, caused not only by the pressures, stress, and isolation of doctoral studies but also by existential issues around personal development and future prospects. Consequently, we argue that there is an urgent need to reassess the supervisory process to support doctoral students in addressing these concerns. This paper offers a potential solution to this challenge by exploring and examining how integrating coaching methods into doctoral supervision can support doctoral students' growth and development, thereby increasing their wellbeing and human flourishing. Coaching aims to help individuals produce optimal performance and improvements in personal and professional settings by deploying a series of tools and models. Coaching is essentially a non-directive form of development, enabling people to identify goals and skills and then extracting the capacity people have within themselves to achieve their ambitions. This paper explores how coaching methods could be made a regular feature of doctoral Accepting Editor Mohammed Isam Mohammed Abdel-Magid│
... Several coaching approaches have been applied successfully, including behavioral coaching, solutionfocused coaching and cognitive-behavioral coaching. However, instructional coaching is commonly acknowledged as the most effective approach in supporting and enhancing teachers' professional development [41,42,43,44]. Instructional coaching is a specialist and content-based approach to facilitate teachers' growth in a short time. ...
... By providing coaching, teachers were given an opportunity to change and improve their practice before their annual evaluation. Coaching may be one of the most effective strategies to build teacher capacity and improve student learning outcomes [120][121][122][123]. Additionally, there is evidence that coaching is an effective PD engagement for teachers who are expected to implement phonics instruction with students who are non-native English speakers [33]. ...
Holistic Education School located in Mumbai, India, created a strategic improvement plan to address the poor foundational reading skills of its kindergarten students. Curriculum Based Measure (CBM) assessment data showed a rise in reading performance during the implementation of the plan, from 87% of the students scoring below grade level in 2016 to 89% achieving grade level benchmarks in 2021. An instrumental case study qualitative research design was employed to describe the nature of changes made in relation to the increase in performance. Data were collected from a variety of sources and coded through inductive and deductive processes that achieved intercoder agreement of 97.87% and 0.73 Kappa coefficient for reliability. Triangulation, member checking, and clarifying researcher bias, were employed to maximize validity. The findings describe the nature of transformation undertaken by the strategic improvement plan on key systems-level elements like curriculum, professional development, student engagement, parent engagement, and school leadership.
... Instructional coaching can also increase intentional teaching ability. Research shows that teachers receiving coaching from experienced coaches become more thoughtful and purposeful planners when implementing teacher-child interactions (Cornett & Knight, 2009;Nasser et al., 2015). Specifics to ECE teachers, studies found those receiving coaching from experienced coaches made progress in the intentional teaching of early mathematics, as well as on early language and literacy, which in turn made positive impacts on children's academic learning (Pianta et al., 2021;Whittaker et al., 2020). ...
Research shows that effective and high-quality instructional coaching that targets teacher-child interactions can improve the classroom quality, increase teacher job satisfaction, reduce attrition, and even improve young children’s development, such as social emotional development, and literacy skills. Coaches likely develop and sharpen their communication, leadership, coaching, and reflective skills, as well as their sense of professional identity over time. Thus, the current study uses data gathered from instructional coaches and their preservice teachers (PSTs) during their internships to explore (1) the dynamic process of how coaches develop their professional competency in an empirically validated coaching program, and (2) the elements of high-quality, effective coaching with PSTs. After analyzing transcriptions of two interviews with 11 instructional coaches, four themes were found that supported the MMCI Coach’s Professional Competency Development: Deepened understanding of the Teaching through Interactions Framework, Increased sense of professional identity, Sharpened coaching skills, and Enhanced mentor–mentee relationships.
... Professional learning for MTSS should increase awareness, knowledge, and essential skills needed for effective implementation; furthermore, leaders should provide a consistent professional learning schedule with a clear purpose and desired outcomes (McIntosh & Goodman, 2016). In addition to professional learning, researchers agree that effective instructional coaching has a meaningful impact on teacher effectiveness and student outcomes, which are fundamental elements of a MTSS (Cornett & Knight, 2009;Javius, 2020;Showers, 1984;Stormont et al., 2015). Coaching MTSS implementation supports competency development by prompting, modeling, acknowledging, and giving feedback (McIntosh & Goodman, 2016). ...
The purpose of this study was to contribute to the empirical literature concerning leadership role in Multi-Tiered Systems of Support (MTSS) implementation. MTSS uses an evidence-based model and problem solving to provide academic, behavioral, and social-emotional supports to meet the needs of each student. This study focused on the critical components of MTSS implementation and highlighted leadership as an integral aspect of the success of any school initiative. Descriptive and inferential statistics were used to see whether there is a significant relationship between leadership implementation of MTSS and student achievement in reading and mathematics in middle schools in Georgia while controlling for covariates.
... Optimalisasi peran guru terhadap kinerja dan prestasi peserta didik memerlukan pengkondisian sebagai bagian dari pembinaan dan pengembangan karir profesi guru dan dalam hal ini sangat dibutuhkan peran kinerja coach sekolah atau coach academic. (Cornett and Knight 2009). Penelitian Wolff (2020) memberikan data signifikansi kesuksesan peran coach academic terhadap kemampuan guru sebagai cochee dalam mengelola proses interaksi pembelajaran disebabkan basis pendekatan adalah fokus pada persepsi peserta didik sebagai pembelajar. ...
Penelitian ini bertujuan untuk menganalisis paradigma baru pedagogik dalam kaitan kompetensi dan peran coach akademik terhadap kemampuan guru dalam menerapkan strategi pengembangan kompetensi pedagogik. Menjadi sebuah kajian mendalam terhadap kebutuhan pengembangan kompetensi pedagogik berdasarkan hasil penelitian pengembangan model kompetensi pedagogik pada guru Sekolah Dasar di Kecamatan kebon Jeruk dan Sekolah Menengah Pertama di Kecamatan Grogol Petamburan. Penelitian kuantitatif dan pengolahan data dengan tools Partial least square (PLS). Teknik pengumpulan data menggunakan instumen angket dengan skala likert, Pengambilan sampel dengan sampling jenuh dengan jumlah sampel 29 orang guru. Hasil penelitian menunjukkan bahwa adanya pengaruh dari kompetensi Coach Akademik terhadap peran Coach terkait kemampuan guru dalam menerapkan strategi pengembangan kompetensi pedagogik.
... Coaches refrain from sharing their own experiences and giving advice, which is common in mentoring relationships. Although there are many models (Cornett & Knight, 2009), coaching is considered learner-centered, non-directive, non-evaluative, and empowering (Wilson, 2016). ...
In the U.S., general education content teachers remain largely ill prepared to multilingual students. This longitudinal case study explores pedagogical coaching as a reframing process for an elementary content teacher in becoming an effective teacher of multilingual speakers. While educational mentoring focuses on induction to new roles with a master teacher-novice dynamic, coaching focuses on the development of knowledge and practice through a range of possible relational dynamics. By design, pedagogical coaching in this study is grounded in critical sociocultural practices to frame both coach-teacher and teacher-student interactions as mirrored processes. Coaching, teaching, and learning processes are viewed as relational, dialogic, dynamic, moral, reflective, democratic, reciprocally humanizing, and situated in socio-cultural, -historical, and -political understandings. Data include six videotaped cycles of coaching and teaching and an exit interview across a single school year. Findings describe the teacher and her students developing new understandings of self, the interactional space between them, and what learning itself means, revealing the critical sociocultural processes to be transformative rather than merely additive. The teacher comes to embody learning as social, teaching as assisting, and disciplinary knowledge as being mediated dialogically in collaboration with students. The coach, teacher, and students alike develop new ways of thinking and behaving. Implications for mirroring coaching and teaching practices upon critical sociocultural perspectives are explored as a means of coherently linking theory, practice, and research in educator professional learning.
... The data supports this as an emerging theme, especially between the Principal and instructional coach. Cornett and Knight (2009) may provide the most understandable connection between the instructional coach and student achievement by suggesting that the utilization of the coach can lead to a higher level of professional development, which improves practice, and in return, increases student achievement. ...
This multiple case study investigation explored the instructional relationship between the principal and instructional coach through the conceptual framework of distributed leadership. By studying this through the distributive leadership perspective, educators will better understand the relational and implementation aspects considered to fully leverage the role of the instructional coach and continue towards the improvement of classroom instruction. The findings of this study illustrated the possibility of insight into the leadership capacity of the secondary instructional coach and the principal that added to both practice and scholarship.
... While large sums of resources have been devoted to PD, broad coverage has not translated into more effective teaching practices or improved student learning outcomes (Center for Public Education 2014). For teachers, Cornett and Knight (2009) found that PD participation rarely translates into classroom implementation. Studies also observe that low satisfaction towards PD is prevalent among teachers, with more than 40% of surveyed teachers, indicating that the PD they receive is not useful and does not address teaching needs (Darling-Hammond et al. 2009;Bill-Melinda Gates Foundation 2014). ...
Professional Development (PD) is regarded a critical channel through which teacher instructional effectiveness improves. However, research shows that teacher discontent with PD is widespread. Bridging literature in organisational decision and labour economics, this study theorises that variation in how schools collect, process and respond to information on teacher needs can influence the degree of information friction in PD provision. Applying a two-step empirical analysis to the Teaching and Learning International Survey (TALIS) 2013 and 2018 United States sample (n = 4,336), findings reveal that teachers demonstrate high levels of concentrated PD need, yet schools do not meet these reported needs. Regression analysis results show that those schools demonstrating higher degrees of plurality in leadership and school autonomy are more effective in addressing teacher needs, while the effect of principal-staff interaction is more complex. Findings contribute new evidence on information friction in teacher PD provision and identify effective management means in addressing information problems in school settings.
... In archival CPRT projects, the training package included both a full day workshop and ongoing classroom coaching offered locally and in person. While effective at improving and maintaining teacher fidelity and confidence in their ability to use an intervention ( Burns, 2011 ;Cornett & Knight, 2008 ;Suhrheinrich, 2011 ) the local, in-person modality is not feasible on a broader scale. ...
While there are multiple evidence-based practices (EBPs) available for students with autism, ongoing barriers to use in schools include limited access to training for educators and substantial provider modifications that limit fidelity. This suggests a need for further research to support data-informed adaptations and innovative methods for training and coaching teachers. In response to this need, the objectives of this protocol paper are to (1) describe the development of a data-informed adaptation process for an EBP, and (2) compare the effectiveness of two methods (online virtual and a combination of in-person and online virtual) for training teachers to use the adapted EBP. Outcome measures will include teacher implementation and sustainment of the EBP, teacher/coach relationship, and student outcomes.
... Many scholars distinguish between the practices of teacher mentoring and coaching (Cornett & Knight, 2008;Hopkins-Thompson, 2000;Kraft & Blazar, 2017). However, the two terms remain intertwined and are often used interchangeably in literature, especially by survey instruments such as the one used by the present study. ...
To understand how preservice teacher preparation and in-service support structures impact the retention of novice teachers, a structural equation model utilizing a large-scale, nationally representative sample was proposed and tested. The model revealed a chain of significant directional relationships between preservice structures and feelings of preparedness and between in-service support structures and feelings of being supported. These feelings were shown to significantly lower teacher feelings of being burned out which then significantly impacted teacher retention. Knowledge about how aspects of teacher preparation and support structures impact retention decisions can help stakeholders make better informed choices regarding what they offer their teachers.
... These characteristics make instructional coaching vital for PD (Eastman, 2019), strengthening the impact of traditional, bounded, pull-out models (Snow et al., 2006). Studies show that it has overall positive effects (Cornett and Knight, 2009), improving teaching in a sustained way (Giamellaro and Siegel, 2018;Reinke et al., 2014), enhancing teacher self-efficacy (Tschannen-Moran and McMaster, 2009), and increasing student learning (Biancarosa et al., 2010;Piper and Zuilkowski, 2015). ...
Purpose
The study aimed to understand the effect of instructional coaching on teachers' implementation of a science teaching improvement programme and whether it varies in schools of different socioeconomic statuses.
Design/methodology/approach
The authors conducted an experimental study. A total of 59 seventh-grade classrooms from a representative sample of public schools from the city of Buenos Aires, Argentina, were provided with research-based science educative curriculum materials (ECM) as resources to improve their teaching. A randomly selected treatment group received additional instructional coaching. Coaches met one-on-one with teachers on a weekly basis, providing pedagogical support to enact the ECM. After a 12-week intervention, the authors analyzed science teaching practices as evidenced in students' notebooks. The authors used a fidelity framework to understand the programme's implementation (with and without coaching), considering its adherence, dosage and quality, and compared how it varied across schools.
Findings
While teachers in both groups used the ECM in their science lessons (i.e. with high adherence), instructional coaching almost tripled science teaching time (i.e. the dosage) but did not increase the quality of implementation (i.e. the percentage of inquiry-based science activities taught). In low socioeconomic status schools, the effect of coaching on dosage was even more intense.
Originality/value
This study provides robust evidence on the impact of instructional coaching on teaching improvement programmes in science in developing countries, an under researched topic. The findings may contribute to developing targeted coaching interventions considering their effectiveness in different school contexts.
... While there are variations of coaching throughout education, the coaching model utilised throughout this manuscript most resembles instructional coaching (Desimone & Pak, 2017;Knight, 2008). This work can exist as a singular support or as a component of a multi-faceted or comprehensive induction programme (Cornett & Knight, 2009), and the focus is on personal, professional, and pedagogical support for the novice teacher (Kemmis et al., 2014;Kennedy, 2016). Coaching has been shown to encourage teacher organisational commitment (Hong & Matsko, 2019); political, evaluative, and instructional growth within school systems (Woulfin & Rigby, 2017); pedagogical development (Kardos & Johnson, 2007;Rockoff, 2008); and student achievement (Fletcher et al., 2008;Kraft et al., 2018). ...
This mixed methods study investigates novice teacher and coach survey responses from a two-year induction programme to learn more about what makes a good match. We qualitatively analyse comments from all novice teachers and coaches who were paired across years and find shared themes of structural, professional, and personality similarities as well as the importance of coaching support prominent throughout novice teacher responses. We also use logistic regression to indicate that novice teachers’ ratings of coaching skills and coaches’ beliefs about the induction programme fitting within vertical professional development were positive and significant predictors of perceptions of being well matched. Findings have implications for induction programmes on how to match their coaches with novice teachers to enhance teacher development.
Purpose
We developed and studied an approach to measuring the quality of coaching meetings. Coaching is a professional development approach that has been implemented in education settings for several decades to support teachers and other practitioners in providing effective instruction. As coaching has become more prevalent, it has become clear that the field needs tools to measure coaching quality.
Design/methodology/approach
The coaching quality checklist (CQC) is a measure based on the empirical and theoretical literature on coaching. It has 26 items designed to measure three constructs: foundational, supportive and change-oriented coaching skills. In this study, we conducted a confirmatory factor analysis of the CQC.
Findings
We found the one-factor model fit the data well. The hypothesized higher-order three subfactor model fit the data better but not significantly so. Additional research is needed to further validate the CQC using a larger sample and examine different types of validity.
Originality/value
The CQC is a promising tool for measuring coaching quality, which can help ensure that teachers are provided with high-quality professional development to support their use of interventions.
In recent years, many international schools have been considering whether or not to invest in instructional coaching programs. However, discussions on both sides usually proceed from the assumption that coaching programs are mainly intended to lead to improved student learning. This chapter explains that properly implemented instructional coaching does much more than that; it creates a culture of growth and belonging which can lead to greater teacher satisfaction and retention. By demonstrating a school's commitment to personalizing teacher professional development, coaching empowers teachers to flourish and creates a humanizing community of learning. Incorporating material from over 30 interviews with coaches, teachers, and leaders who have appeared on the podcast #coachbetter, this chapter explores what instructional coaching is and isn't, what the coaching process looks like in practice, why coaching is important to schools focused on teacher retention and professional growth, and what helps coaching programs succeed, particularly in international schools.
Significant disparities in educational outcome, opportunity, and achievement endure for students with disabilities and those from culturally and linguistically diverse groups. A need for effective, responsive, and inclusive practices in schools is imperative. Educators are at the heart of providing the challenging, responsive education that each child and adolescent deserves. Professional development is the lever of change, but can or help or hinder educators in improving instructional and school practices that result in improved outcomes for all students. This chapter examines the evidence base surrounding professional development and inclusive practice. Four approaches to professional development supporting more transformative professional learning and change are featured: inquiry groups (teacher study groups and lesson study); coaching, Professional Learning Communities; and Professional Development Schools. Snapshots to practice are included with each approach to provide integrated descriptive examples of varied inclusive professional development practices.
Kaliteli eğitimin bir bileşeni olarak etkili öğretim geleneksel eğitim anlayışında öğrencilerin sınav başarısı ile birebir eşlenirken günümüzde etkili öğretim uygulamaları çok daha kapsamlı olarak ele alınmaktadır. Eğitim-öğretim süreçlerindeki bu yenilikçi bakış açısı doğrultusunda öğretmenlerin öğretim pratiklerinde de yenilikler ve gelişimler söz konusudur. Öğretmenlerin mevcut öğretim uygulamalarında değişiklikler ve yeni uygulamalara uyum sağlaması noktasında mesleki gelişime ihtiyaç duydukları açıktır ve bu ihtiyaç pek çok disiplin alanı için geçerli olduğu gibi matematik öğretmenleri için de geçerlidir. Bu çalışmada matematik öğretmenlerinin mesleki gelişimlerine yönelik bir model matematik koçluğu ele alınmıştır. Çalışmada uluslararası alan yazında büyük ölçekte koçluk, özelde ise matematik koçluğu ile ilgili çalışmalardan elde edilen bulgular ile koçluğun ne olduğu ve neden ihtiyaç duyulduğu, koçluk türleri, koçluk sürecindeki temel unsurlar, koçluk süreci ve uygulanma şekli, etkili koçluk süreci için destekleyici mekanizmalar, sürecin zorlukları ele alınmıştır. Bu bilgiler ışığında Türkiye’de matematik koçluğu sürecinde kullanılabilecek okul temelli bir mesleki gelişim modeli olarak yansıtıcı matematik koçluğu modeli önerisi geliştirilmiştir.
This exploratory case study employed deductive thematic analysis of coaching interactions of four coach-teacher dyads in primary school settings to explore the instructional coaches’ use of the Partnership Learning principle of equality. Evidence of coaches’ procedural knowledge (i.e. what coaches say and do) in relation to the principle of equality were collected through observations of the coach-teacher face-to-face coaching conferences and semi-structured interviews conducted with coaches and teachers, respectively. Findings revealed that the partnership learning principle of equality was practiced as rooted in the coaches’ practices through: (a) desire to establish rapport; and (b) coaching without hierarchy. Conversely, exceptions in the practice of the equality principle were found to be manifested in the coaching interactions. This paper holds several implications that encourages coaching practitioners to reflect on their partnership with teachers and to embrace in procedural knowledge that nurtures equal and healthy coach–teacher partnership to allow teacher professional development to transpire.
The teacher coaching programme is the current millinery positive move in teacher learning. It provides assistance that teachers need to execute new researched-proven methodologies and techniques. Theories are significant in defining and clarifying a phenomenon. Thus, the purpose of this article is to suggest a theoretical framework for researching the teacher coaching programme. It discusses two theories that set the base for teacher coaching as professional growth, namely the Sociocultural Learning Theory and Partnership Approach. The theoretical framework presented in this article provides the lens for interpreting the observation, study, or analysis of teacher coaching programme administered by the School Improvement Specialist Coaches Plus (SISC+) in Malaysia.
Published self-determination programs do not adequately address the needs of autistic adults. We designed a multi-component self-determination program, grounded in the neurodiversity paradigm, to help autistic adults achieve goals to improve their quality of life. The first phase involved 5 days of psychoeducation, practice, and social events; the second phase included 3 months of telecoaching; and the third phase included follow-up. Thirty-four university students coached 31 autistic adults on three evolving goals. On average, participants completed one goal per week. Most participants were satisfied with the program. We found that the program was appropriate, acceptable, and feasible. This program is a promising approach to helping autistic adults gain self-determination skills and improve their quality of life.
This chapter begins with an explanation of coaching and a brief overview of the benefits of coaching. Next, the characteristics of adult learners are described through adult learning theories and principles that provide the foundation for successful coaching. Evidence-based components from research of coaching are presented with practical strategies for implementation. For example, activities such as building rapport, developing and monitoring goals, conducting observations through video, and providing reflective feedback are presented. Additionally, real-world scenarios from the field for both pre-service and practicing teachers are included. The goal is to equip teacher educators with the knowledge and skills necessary to implement aspects of coaching into any class or PD to increase teacher success and student learning.
Elementary students’ interest in science and careers in STEM are typically associated with their curiosity along with engagement in science activities and whether they find these activities to be fun, exciting, and enjoyable. Thus, early exposure of elementary students to STEM lessons must be engaging and enjoyable, which in turn increases the students’ awareness and interests in these fields. Elementary school teachers are typically a major influence on their students’ attitudes toward STEM. However, many elementary teachers have negative or unfavorable attitudes toward STEM areas. Consequently, many elementary students receive science instruction only a few days a week or only during some weeks of the year. This study aimed to enhance elementary teachers’ interest, knowledge, and self-efficacy in teaching science that, in turn, will effectively build their students’ interest in STEM areas. To accomplish this goal, we developed a PD program that consists of practice-based interventions with inquiry-based science curricula and instructional models. Then, we examined the effects of the interventions within the PD program, a practice-based summer workshop, and distance-based instructional coaching. We also investigated the effects of the instructional coaching delivered by two different types of coaches, peer elementary teacher vs. high-school science teacher, on the elementary teachers’ inquiry-based instructional practices.
This mixed-methods study explores the experiences and influence of induction on novice teachers. The authors quantitatively analyze survey data from over two thousand novice teachers and a thousand of their coaches through statistical comparisons and multiple linear regression analyses to explore whether structures of induction are associated with how teachers learn and develop in their pedagogy. Qualitative analyses of respondents’ open-ended responses guided by word cluster formations indicate a positive feeling about this induction program but revealed differing areas of focus between novice teachers and their coaches. Results indicate the importance of coaches, curriculum, and the learning management system in creating positive induction experiences. Findings from this study have implications for the influence and structural design of induction programs for novice teacher development.
Purpose
The purpose of this paper is to develop representations for teacher coaching sessions that are (1) useful for communicating the session to other coaches or researchers and (2) capture the roles of the coach as convener of dialogue for teacher development as well as facilitator of design for learning.
Design/methodology/approach
Two coaching sessions with preservice science teachers are analysed using two forms of discourse analysis: (1) the T-SEDA coding scheme (Vrikki et al. , 2019) to analyse the dialogic interaction; and (2) a novel coding scheme to show the development of the design for learning over time. A synthetic representation is developed that combines and communicates the results of both analyses.
Findings
Results show a novel way of representing coaching sessions with teachers during design for learning. Theoretical claims about the utility of this representation are made with reference to the literature.
Practical implications
The representations and methods for developing them are useful to researchers in analysing coaching sessions. They have application for helping coaches to communicate their practice with one another. They are a step towards understanding the scalability and transferability of coaching programmes for school improvement.
Originality/value
The paper highlights shortcomings of existing representations for teacher coaching sessions and produces a novel representation that has value for researchers.
Echinometra lucunteris relatively abundant in the Venezuelan coasts; however, there are not enough details about his diet. The stomach contents, the Levins index (Ba) and the physiological condition (Kn) of E.lucunter were evaluated in July 2014 and May 2016, on the beaches of Adícora and El Supí, Península de Paraguaná, Falcón state. Twenty fourfood items were identified distributed among: CHLOROPHYTA (9), CYANOBACTERIA (5), ARTHROPODA (4), HETEROKONTOPHYTA (3), OCHOROPHYTA, TRACHEOPHYTA (1) and RIZOPHODA (1). The most abundant items were Cladophora sp. (39.55%), Lyngbya sp. (14.65%), Thalassia sp. (10.52%) and PERACARIDA (10.39%). The Levins index (Ba) was 0.13 for Adícora and 0.16 for El Supí. Kn (mean = 1.00 ± 0.06 EE) suggests a good physiological condition for both populations. 80% of the ingested food is of vegetable origin, mainly filamentous microalgae, however, it also consumes invertebrates, suggesting that it behaves like an facultative omnivore.
Program surveys of over 2,000 novice teachers and 1,000 of their reflective coaches are analyzed to explore the impact of induction, generally, and coaching, specifically, on two program outcomes. Using Exploratory Structural Equation Modeling, we find that certain induction structures, aspects of coaching activities, and teacher-coach match characteristics can have an impact on professional learning and teacher pedagogical success. Findings have implications for induction program design and the impact teacher coaching can have in professional development.
The pedagogical beliefs of novice teachers and their coaches throughout a two-year induction program and how those beliefs impact their induction experiences were explored. Mixed methods were used to explore survey responses from novice teachers and their supporting coaches. We used t-tests to identify differences in specific beliefs within groups over time and across groups, and multiple linear regressions to identify how respondent beliefs about different aspects of induction predict novice teachers’ program outcomes. We also qualitatively analyzed comments to learn how Candidates and Coaches viewed their induction experience differently. The study identified differences in how novice teachers and their coaches process induction and, more importantly, the need for greater connection across novice teacher learning environments. That is, there needs to be more-coordinated efforts to create vertical professional development for novice teachers. Findings have implications for induction design and structures to help to promote novice teacher development.
The Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania was contracted by the National Center on Education and the Economy (NCEE) in 1998 to conduct the external evaluation of the America’s Choice school design. CPRE designed and conducted a series of targeted studies on the implementation and impacts of the America’s Choice design. This report coincides with the publication of three separate studies by CPRE on the impact of America’s Choice in a number of districts across the country using a variety of quantitative and analytic approaches. Those impact analyses and a stand-alone piece on classroom observations conducted in Cohort 4 schools can be viewed as separate pieces or as complements to the information presented in this report. Another recent CPRE publication from fall 2001 is a widely distributed report entitled, Instructional Leadership in a Standards-based Reform, a companion piece to both the impact reports and this report.
The role of the reading specialist in schools where many students struggle with reading is changing. This article discusses the evolution of the reading specialist's role to that of reading coach and research on how reading coaches meet an important need in teachers' professional development.
Developed an instrument to measure teacher efficacy and examined the relationship between teacher efficacy and observable teacher behaviors. Factor analysis of responses from 208 elementary school teachers to a 30-item Teacher Efficacy Scale yielded 2 substantial factors that corresponded to A. Bandura's (see record
1977-25733-001) 2-factor theoretical model of self-efficacy. A multitrait–multimethod analysis that supported both convergent and discriminant validity analyzed data from 55 teachers on 3 traits (teacher efficacy, verbal ability, and flexibility) across 2 methods of measurement. Finally, classroom observations related to academic focus and teacher feedback behaviors indicated differences between 8 high- and low-efficacy teachers in time spent in whole class and small group instruction, teacher use of criticism, and teacher persistence in failure situations. (35 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
We examined the structure and meaning of efficacy for a sample of 182 prospective teachers and related efficacy to beliefs about control and motivation. The two independent dimensions of teaching efficacy (TE) and personal efficacy (PE) usually identified in studies of experienced teachers were also found for these prospective teachers. Both TE and PE were significantly correlated with bureaucratic orientation, but in opposite directions. Neither TE nor PE was related to motivational style; only TE was related to pupil control ideology. Canonical correlations, however, revealed more complex relationships. Personal efficacy was positively related to a control orientation that rejects teacher control of students but accepts the schools' control of teachers. The interaction of TE and PE made unique contributions to the prediction of pupil control ideology and bureaucratic orientation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Being a literacy coach is demanding and can meet with resistance and challenge when a clear understanding of the job’s purpose, approach, and need for ongoing support are not clearly defined and understood by all parties. Ideally, a literacy coach listens and observes, then asks just the right questions to help a classroom teacher or inexperienced literacy coach reflect on the why of classroom practice and individualize instruction based on student needs. Resources, including Web resources, are suggested.
The literature on teacher training seems to indicate that mastery of teaching skills can be accomplished through the use of a combination of three training elements: the study of the theory underlying the skill, the opportunity to observe multiple demonstrations, and practice and feedback either under simulated conditions or in the classroom.
However, transfer of the skills thus acquired into the teacher's active repertoire appears to involve new learning which requires the addition of a further important step in the training sequence: on-site coaching.
The thesis is presented that transfer involves substantial new learning beyond the acquisition of the skills themselves, explaining the difficulty of curriculum implementation and the relatively low impact of most inservice education as presently conducted. A proposal extrapolated from the literature on transfer is presented for consideration as a model for inservice training.
We examined the structure and meaning of efficacy for a sample of 182 prospective teachers and related efficacy to beliefs about control and motivation. The two independent dimensions of teaching efficacy (TE) and personal efficacy (PE) usually identified in studies of experienced teachers were also found for these prospective teachers. Both TE and PE were significantly correlated with bureaucratic orientation, but in opposite directions. Neither TE nor PE was related to motivational style; only TE was related to pupil control ideology. Canonical correlations, however, revealed more complex relationships. Personal efficacy was positively related to a control orientation that rejects teacher control of students but accepts the schools' control of teachers. The interaction of TE and PE made unique contributions to the prediction of pupil control ideology and bureaucratic orientation.
We investigated the influence of teacher efficacy and student problem type on teachers' placement and referral decisions. Regular and special educators (N= 192) were randomly assigned a case study describing a student having a learning and/or behavior problem and asked to judge (a) whether the student was appropriately placed in regular education and (b) whether they would refer this student to special education. Analysis of an efficacy scale yielded two factors: personal efficacy and teaching efficacy. Results indicated that regular and special educators were most likely to agree with regular class placement when they were high in both dimensions of efficacy. Regular educators higher in personal efficacy were more likely to agree with regular education placement than those with lower personal efficacy. In addition, students with combined learning and behavior problems were found to be the most susceptible to referral. This study suggests that teachers' sense of efficacy underlies their placement decisions.
The Gibson and Dembo Teacher Efficacy Scale was modified for use in the special education resource-room context. A factor analysis of the modified instrument resulted in a factor structure comparable to one based on regular-education teachers, as reported in prior research. The relation between instructional supervision and teacher efficacy among these teachers was also examined. With sex, age, resource-room tenure, and job satisfaction held constant, the perceived utility—but not frequency—of supervision was significantly related to teacher efficacy. The implications of these findings for both research and practice in the special education context are considered.
This report describes an effort to develop an instrument to assess teacher efficacy for enhancing student social relations (TES). In addition, the psychometric properties of the teacher efficacy scale produced by Gibson and Dembo were examined after translation to Hebrew and administration to 218 Israeli teachers. Results indicated that the TES subscale is independent of the two original subscales and demonstrates good internal and test-retest reliability. Also, the factorial structure of the original teacher efficacy scale was replicated with the Israeli sample, and reliability levels were generally adequate. Some problems with one of the original subscales are noted.
This study examined the structure of a construct generally labeled teacher efficacy. A sample of 342 prospective and experienced teachers was administered an efficacy questionnaire adapted from the research of Gibson and Dembo (1984). Factor analytic procedures with varimax rotation were used to generate a two-factor solution that accounted for 32 % of the variance in scale scores. Contrary to previous research, these factors corresponded not to a personal versus teaching efficacy distinction, but instead to a simpler internal versus external distinction, similar to locus-of-control measures of causal attribution. Implications of these findings for past and future research involving this construct are discussed.
Examines the personal empowerment and efficacy of teachers, and relates these constructs to environmental characteristics in order to provide information for principals to assist teachers in personal growth. Presents multiple regressions for the Vincenz empowerment scale with The School Culture Survey, teacher efficacy scale, learner-centered battery, paragraph vompletion method, as well as for satisfaction and age-related variables. Multiple Rs were low to moderate for all variables except for the paragraph completion method, which were nonsignificant. Significant predictors of personal empowerment were administrator professional treatment of teachers, reflective self-awareness, honoring of student voice, personal teaching efficacy, and satisfaction with teaching as a career. Presents strategies for principals to use in helping teachers increase in empowerment.
Research has shown that with thorough training, most teachers can acquire new skills and strategies to add to their instructional repertoires. However, the literature also identifies a frequent failure to transfer new knowledge to classroom practice among trainees. Building on previous research, the study reported here investigated the effects of peer coaching on the classroom application of new teaching techniques. A mixed design of group and subject comparisons was employed, sampling 21 teachers and 6 peer coaches in two school districts; student data were obtained from one class for each of the participating trainees. Data were gathered from observations, tests, teacher plans, and interviews. Major findings are as follows: (1) Peer coaches can be trained in a relatively brief period to provide follow-up training to other teachers. For peer coaches, continuing access to training and continuing work on content training are important factors. (2) Peer coaching increased the transfer of training rate for coached teachers compared to uncoached teachers. (3) Students of coached teachers performed better on a concept attainment measure than did students of uncoached teachers. Because the integration of strategies with curriculum is still the most difficult element of transfer, training should focus on "thinking" with new models. Design and implementation of effective training systems require determined leadership by administrators. A 38-page training manual, which includes a definition of coaching and examples of problems, is appended. A 36-item reference list is provided. (CJH)
Basic questions about the evaluation of professional development efforts are explored, including the nature and purposes of evaluation, the critical levels of professional development evaluation, and the difference between evidence and proof in evaluation. Evaluation, which is defined as the systematic investigation of merit or worth, can be characterized as planning, formative, or summative evaluation. All three types of evaluation involve the collection and analysis of data. In evaluating professional development, there are five critical levels of information to consider. These are: (1) participants' reactions; (2) participants' learning; (3) organization support and change; (4) participants' use of new knowledge and skills; and (5) student learning outcomes. In the real-world setting of professional development evaluation, it is nearly impossible to obtain proof of the impact of the effort, but it is possible to obtain good evidence. A list of guidelines is included to help improve the quality of professional development evaluations. (Contains 1 figure and 25 references.) (SLD)
Beginning with the observation that educators are faced with rising public expectations, declining resources, and increased public criticism, this paper describes a six-fold model for determining how staff development is operating and how it can be made to operate more effectively, in a self-renewing manner. The six dimensions consist of the following: (1) orientations (services embedded within the school, services to schools focused on curriculum and instruction, services to schools for organizational development, services to individuals for inservice development, or services to individuals for role preparation); (2) school environments (energized, maintenance-oriented, or depressed); (3) initiatives (school-based, agency creating, special populations, curriculum improvement); (4) leadership (the principal as manager, harmonizer, or motivator); (5) growth states of teachers ("omnivores," active consumers, passive consumers, retrenched, or withdrawn); and (6) training (levels of training, objectives). Five levels of training (presentation of theoretical base, modeling, practice in controlled situations, feedback, and coaching) and three objectives (conceptual control, skill, and use or transfer) are identified. Two tables are included: one provides strategies for strengthening the educational leadership of principals and the other lists 10 practical questions for self-assessment of schools. (TE)
This report presents preliminary findings from the Reading First Impact Study, a congressionally mandated evaluation of the federal government initiative to help all children read at or above grade level by the end of third grade. The No Child Left Behind Act of 2001 (NCLB) established Reading First and mandated its evaluation. This document is the first of two reports: it examines the impact of Reading First funding in 2004-05 and 2005-06 in 18 sites across 12 states. The report examines program impacts on students' reading comprehension and teachers' use of scientifically based reading instruction. Key findings are that: (1) On average, estimated impacts on student reading comprehension test scores were not statistically significant; (2) On average, Reading First increased instructional time spent on the five essential components of reading instruction promoted by the program (phonemic awareness, phonics, vocabulary, fluency, and comprehension); (3) Average impacts on reading comprehension and classroom instruction did not change systematically over time as sites gained experience with Reading First; and (4) Study sites that received their Reading First grants later in the federal funding process experienced positive and statistically significant impacts both on the time first and second grade teachers spent on the five essential components of reading instruction and on first and second grade reading comprehension, in contrast to study sites that received their Reading First grants earlier in the federal funding process, where there were no statistically significant impacts on either time spent on the five components of reading instruction or on reading comprehension scores at any grade level. The final report is due in early 2009, and will provide an additional year of follow-up data, and will examine whether the magnitude of impacts on the use of scientifically based reading instruction is associated with improvements in reading comprehension. Eight appendixes are included: (1) State and Site Award Data; (2) Methods; (3) Measures; (4) Additional Exhibits for Main Impact Analyses; (5) Confidence Intervals for Main Impact Estimates; (6) Graphs of Site-By-Site Impact Estimates; (7) Additional Exhibits for Subgroup Analyses; and (8) Alternative Moderators of Reading First Impacts. (Contains 55 footnotes and 106 exhibits.) [This report was produced by the National Center for Education Evaluation and Regional Assistance. For the Executive Summary of this report, see ED501219.]
This study evaluated differences between persisters and nonpersisters in a 3-year teacher development program. Participants were K-12 teachers from a large school district with both urban and suburban schools. They were part of a grant to help teachers implement state content standards through cognitive coaching, nonverbal classroom management, and monthly dialogue groups. Teachers participated in either treatment or control groups, completing evaluations just before the training began in November 1994 and 10 months after the initial training in September 1995. The assessment measured personal empowerment, teacher efficacy, learner-centered beliefs, conceptual level as psychosocial variables, and school culture. It also examined satisfaction with teaching, satisfaction with current teaching position, and enthusiasm for teaching. Of the 230 treatment group participants, 61.7 percent persisted to project completion. Of the 195 comparison group teachers, 83.1 percent persisted to the final data collection. Few effects were found for personological, background, or school climate variables, with gender and school socioeconomic status being the exceptions. The primary source of differences between persisters and dropouts was in response to the treatment. Participants engaging more actively in the project were more likely to persist. Persistence was also a function of support of the school principal. (Contains 30 references and 10 tables.)
Teachers, like athletes, are more likely to adopt new ways of doing their jobs if they are coached, and they are also likely to get worse before they get better. This article describes the coaching of teachers and includes an interview with a football coach to illustrate parallels with athletics. (PGD)
Teachers in this study participated in a 3-year grant funded by the U.S. Department of Education Fund for Innovation in Education. The purpose of the grant was to provide teachers with support in implementing standards-based education. Both treatment and control groups of teachers received instruction in implementing standards-based education from the school district. Teachers in the treatment group also received training in cognitive coaching and coached each other monthly as they implemented the standards. In addition, they received training in nonverbal classroom management, which is a set of nonverbal techniques designed to help teachers decrease the time spent managing in order to increase time spent helping students achieve the standards. Thirty-six coaches received training to provide teachers with feedback on their classroom management skills. Finally, teachers in the project met in monthly dialogue groups across grade levels with teachers from other schools to discuss their implementation of standards. Teachers in the treatment group compared to teachers in the control group increased significantly in teaching efficacy and attitudes toward school culture. Based on these findings, this model appears to have promise for increasing teacher professionalism and efficacy and helping teachers to implement innovations. (Contains 89 references and 14 tables.) (Author/SM)
This study examined the relationship between training in Cognitive Coaching and a number of qualitative and quantitative components of teacher cognition and behavior hypothesized to be positively impacted by such training. Cognitive Coaching involves a planning conference between coach and teacher, classroom observation, and a reflecting conference. The research was conducted in the context of a quasi-experimental post-test only design with 143 participants in 2 groups, one of which received training one year earlier than the other group. The control group received no training. Results were measured by the Teacher Efficacy Scale and The Vincenz Empowerment Scale (subscales are potency, independence, relatedness, motivation, values, and joy of life). Participants in the experimental group received training in 1991 or 1992. Those trained in 1991 tended to score higher on the empowerment scales than both the group trained in 1992 and the control group, and women tended to score higher than men. On the Efficacy Scale, 11 of 12 comparisons with the control group indicated higher efficacy scores for Cognitive Coaching trainees. Teachers trained in Cognitive Coaching were significantly more satisfied with teaching as a career than those not trained. Those who took Cognitive Coaching training expressed more positive feelings about all aspects of their experience as teachers than those who did not. (Contains 73 references.) (JB)
Examined the factor structure of the Teacher Efficacy Scale developed by S. Gibson and M. H. Dembo (see record
1985-10856-001) and investigated correlations of this scale with the teaching behaviors of 435 student-teacher interns. The 2 resulting factors, Personal Teaching Efficacy (PTE) and Outcome Expectancy, accounted for about 18% of the variance in teaching behaviors. Among 87 additional interns, 3 significant correlations were observed between PTE and lesson presenting, questioning, and classroom management behaviors. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
University Microfilms order no. 9905461. Thesis (Ph. D.)--University of Kansas, 1998. Includes bibliographical references.
Photocopy of original (typescript). Thesis (Ed. D.)--Loyola University of Chicago, 2003. Vita. Includes bibliographical references (leaves 146-153).
Includes abstract. Thesis (Ed. D.)--Yeshiva University, 1999. Includes bibliographical references (leaves 146-153).
Thesis (M.S.)--California State University, Fullerton, 1997. Includes bibliographical references (leaves 124-128). Photocopy of typescript.
Thesis (Ed. D.)--Wilmington College, 1998. Includes bibliographical references.
Cognitive Coaching practice in online environments
- R S Aldrich
Aldrich, R. S. (2005). Cognitive Coaching practice in online environments.
Dissertations Abstracts International, 66(12), 4358A. (University Microfilms
No. 3197394)
Cognitive Coaching: Its influence on teachers
- B U Alseike
Alseike, B. U. (1997). Cognitive Coaching: Its influence on teachers. Dissertations
Abstracts International, 58(8), 2911. (University Microfilms No. 9804083)
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