کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
374255 | 622484 | 2011 | 11 صفحه PDF | دانلود رایگان |

This study evaluates a performance-based instructional coaching model intended to improve teacher pedagogy and classroom organization for educating diverse student populations. Elementary teachers (N = 21) participated in a 30-h workshop and seven individual coaching sessions across an academic year. The coaching model promoted use of the Standards for Effective Pedagogy, five research-based practices known to increase student achievement. Findings demonstrate performance-based instructional coaching led to statistically significant (a) improvements in teacher pedagogy, (b) patterns of teacher growth, and (c) changes in classroom organization. Implications for improving teachers’ ultimate achievement, the coaching protocol, and research are addressed.
Figure optionsDownload as PowerPoint slideHighlights
► Performance-based instructional coaching yields significant teacher improvement.
► Teachers significantly increase use of small group activity centers.
► High and low group implementers differ in their patterns of development.
► Combining instructional coaching with measurable performance targets is promising.
Journal: Teaching and Teacher Education - Volume 27, Issue 4, May 2011, Pages 683–693