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This study examined cognitive coaching conferences between 1994 and 1997 as teachers practiced their coaching skills. Participants were part of a 3-year grant funded by the U.S. Department of Education. The cognitive coaching process was used to provide teachers with support in implementing content standards. Coaches participating in the study audiotaped planning and reflecting conferences at least twice during the 3-year period. Thirty-three coaches were involved. Of these coaches, most were Anglo women, and most were elementary teachers. Audiotapes were transcribed and analyzed using the qualitative software, NUD*IST. Conferences for many coaches changed in character over the 3 years, with greater fluidity and thoughtfulness associated with later conferences. Not all teachers exhibited growth, however, and both conference length and word usage changed only slightly. Results overall support the idea that cognitive coaching can be useful in encouraging teachers to think beyond concrete, surface behaviors when planning instruction for their students. (Contains 23 references.) (Author/SM)

Descriptors: Academic Standards, Classroom Techniques, Elementary Secondary Education, Faculty Development, Self Efficacy, Teacher Collaboration, Teacher Effectiveness, Teacher Improvement, Teachers, Teaching Skills

Autor: Edwards, Jennifer L.; Green, Kathy E.


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