Dyads and Data in Peer Coaching

Vail, Cynthia O.; Tschantz, Jennifer; Bevill, Alicia

doi:10.1177/004005999703000202

TEACHING Exceptional Children

1997

DOI: 10.1177/004005999703000202

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Dyads and Data in Peer Coaching

Cynthia O. Vail¹,

Jennifer Tschantz²,

Alicia Bevill³

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1999

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Cited by 7 publications

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References 5 publications

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“…Some studies indicate that coaching improves preservice teachers' ability to plan and organize classroom activities (Hasbrouck, 1997), use effective teaching behaviors (Pierce & Miller, 1994), provide direct instruction for students with mild disabilities (Morgan, Menlove, Salzberg, & Hudson, 1994), and implement peer-mediated learning strategies (Mallette, Maheady, & Harper, in press). Other research indicates that peer coaching enhances inservice teachers' ability to employ classroom behavior management strategies (Pugach & Johnson, 1995), improve children's social interaction and play skills (Peck, Kellen, & Baumgart, 1989;Vail, Tscantz, & Beveill, 1997), and address students' instructional objectives (Munro & Elliot, 1987).…”

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confidence: 99%

Promoting Changes in Teachers' Conduct of Student Pair Activities

Köhler

Ezell

Paluselli³

1999

J Spec Educ

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The purpose of this study was to examine the effectiveness of reciprocal peer coaching for promoting changes in teachers' conduct of student pair activities. A multiple baseline design was used to examine four conditions. Two kindergarten teachers implemented student-assisted learning activities alone during an initial baseline and then collaborated with another teacher during two coaching phases. Finally, each teacher participated in a final maintenance condition in which they conducted their activities in the absence of technical support or assistance. A range of teacher and student outcomes was collected. Results indicated that reciprocal peer coaching produced two important changes in teachers' methods of monitoring their student-assisted activities. First, both teachers increased their use of suggestions, prompts, questions, and related talk to facilitate students' social interaction with classmates.

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confidence: 99%

Promoting Changes in Teachers' Conduct of Student Pair Activities

Köhler

Ezell

Paluselli³

1999

J Spec Educ

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A Consultative Itinerant Approach to Service Delivery: Considerations for the Early Childhood Community

Dinnebeil

Pretti‐Frontczak

McInerney

2009

LSHSS

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The effect of integrated course and faculty development: Experiences of a university chemistry department in the Philippines

Gallos

Berg

Treagust

2005

International Journal of Science Education

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It is widely recognized that lectures continue to dominate college chemistry instruction, especially in developing countries, and that lectures limit student intellectual engagement. To address this concern, a General Chemistry course in a Philippine university was reconstructed to implement an instructional cycle consisting of three phases: a plenary or mini-lecture, seatwork activity, and a summary or closure. An expert instructor coached the instructors to improve their teaching. Two instructors were involved in pilot implementation and 13 instructors in a large-scale implementation. This article describes the instructors' adoption of the instructional cycle using qualitative and quantitative methods that involved multiple data sources. The instructional cycle and intensive coaching enabled most instructors to change their practices, shift their focus from teaching to learning, and enhance their knowledge of student learning difficulties. Nine instructors were able to significantly change their teaching and apply meaningful student seatwork in their lessons. These nine instructors used student seatwork and activities 30-70% of the time, whereas previously 90% of the time involved lectures. Videotape records showed that more than 70% of the students were continuously on task. Four instructors had considerable difficulties in applying the new approach but also had difficulties with conventional lectures. The project constituted the start of a departmental reorientation with a focus on effectiveness of teaching and learning. Subsequently the faculty and course development model developed in this study was used to revise other courses. The theory of Rogan and Grayson proved useful in describing the change processes.

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Dyads and Data in Peer Coaching

Cited by 7 publications

References 5 publications

Promoting Changes in Teachers' Conduct of Student Pair Activities

Promoting Changes in Teachers' Conduct of Student Pair Activities

A Consultative Itinerant Approach to Service Delivery: Considerations for the Early Childhood Community

The effect of integrated course and faculty development: Experiences of a university chemistry department in the Philippines

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