The Effectiveness of a Summer Institute and Remotely Delivered Science Instructional Coaching in Middle and High School

Nugent, Gwen; Kunz, Gina M.; Houston, James A.; Wu, Chao; Patwardhan, Irina; Lee, Soon Chun; DeChenne‐Peters, Sue Ellen; Luo, Lin

doi:10.1080/1046560x.2018.1514193

Cited by 9 publications

(9 citation statements)

References 37 publications

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“…Of course, professional development programmes may achieve other desirable outcomes for teachers and schools. For example, studies have investigated intermediate outcomes including teacher self-efficacy (Nugent et al, 2016) and confidence (Kitmitto et al, 2018). However, the ultimate justification for professional development, and the time and taxpayer money invested in, is the impact on student learning.…”

Section: Methodsmentioning

confidence: 99%

“…Finally, in influencing programme designs, some researchers explicitly refer to the consensus view and its characteristics in explaining their design choices, (e.g. Jacob, Hill, & Corey, 2017;Nugent et al, 2016), or map the approach their programmes take to these characteristics (e.g. Greenleaf et al, 2010;Penuel, Gallagher, & Moorthy, 2011).…”

Section: Background and Motivationmentioning

confidence: 99%

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Identifying the characteristics of effective teacher professional development: a critical review

Sims¹,

Fletcher-Wood²

2020

School Effectiveness and School Improvement

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Several influential reviews and two meta-reviews have converged on the position that teacher professional development (PD) is more effective when it is: sustained, collaborative, subject-specific, draws on external expertise, has buy-in from teachers and is practice-based. This consensus view has now been incorporated in government policy and official guidance in several countries. This paper reassesses the evidence underpinning the consensus, arguing that the reviews on which it is based have important methodological weaknesses, in that they employ inappropriate inclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. It is argued that researchers would make more progress identifying characteristics of effective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorouslyevaluated PD interventions.

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Section: Methodsmentioning

confidence: 99%

Section: Background and Motivationmentioning

confidence: 99%

Identifying the characteristics of effective teacher professional development: a critical review

Sims¹,

Fletcher-Wood²

2020

School Effectiveness and School Improvement

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“…Effective professional learning should increase teachers' knowledge and skills to implement practices and frameworks that facilitate the supports needed by the widest range of learners (Darling-Hammond et al, 2017). Additionally, effective professional development expands teacher change to successfully implement effective practices (Fixsen et al, 2009;Lockwood et al, 2010;Nugent et al, 2016). However, research shows that isolated PD (e.g.…”

Section: Facilitating Teacher Changementioning

confidence: 99%

“…Additionally, effective PD expands teachers' abilities to successfully implement effective practices (Fixsen et al, 2009;Nugent et al, 2016;Lockwood et al, 2010). Research shows that increases knowledge that can lead to change, and improves teachers' instructional efficacy (Cantrell & Hughes, 2008).…”

Section: Chapter I: Introductionmentioning

confidence: 99%

Effects of coaching on Universal Design for Learning implementation

Craig¹

2022

IJMCE

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PurposeThis paper examines instructional coaching as a means to support teachers at all levels in primary and secondary schools in implementing new and innovative practices using the Universal Design for Learning (UDL) framework as a design guide.Design/methodology/approachThis mixed-methods study compared the impact of an instructional coaching intervention around the implementation of the UDL framework on educators versus the UDL implementation efforts of educators who did not receive the coaching intervention. Coached participants shared their experiences with the coaching cycle. These qualitative data were collected through teacher interviews, self-assessments, and observations. The data assisted in the interpretation of the quantitative findings from a quasi-experimental pre-test–post-test comparison group design.FindingsThe results of this study revealed positive outcomes for teachers in knowledge and application of UDL, although not at statistically significant levels. The qualitative data collected supported the positive gains and revealed that teachers valued and changed their practices from the use of coaching as they navigated the implementation of UDL in their learning environments.Research limitations/implicationsOne limitation to be noted includes the district site that participated in this study had used the UDL framework for several years and maintained high expectations for teachers to increase their UDL-aligned practices each year. Therefore, all teachers who participated in this study were under the same district evaluative expectations to participate in professional development at some level to increase proficiency with UDL implementation, whereas a district in the beginning stages of UDL implementation might serve as a better gauge of growth. Additionally, the control participants were self-identified and not randomly assigned.Originality/valueThis study is one of the first conducted that investigates the effect of instructional coaching on teachers' increased understanding and implementation of the UDL framework. This study examines instructional coaching as a stand-alone professional development in supporting teachers' use of UDL in design-inclusive classrooms. Written into US law, the UDL framework is a scientifically valid framework that supports teachers with the design of flexible and accessible classrooms for an increasingly diverse population of students.

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“…14 Sie müssten auf drei zentralen Säulen aufgebaut sein: (1) Es brauche zum einen eine gemeinsame Vision über den Sinn digitalgestützter Lernsettings, zum anderen (2) Netzwerke und Communities für den gegenseitigen Erfahrungs-und Infor mationsaustausch und zum dritten (3) einen wissenschaft lichen Forschungs ansatz, der Innovation ermögliche sowie Praxis und Wissenschaft stärker miteinander verzahne, wie es ein Design-Based-Research-Ansatz leistet (Albion et al, 2015, S. 660). Daher, Baya'a & Anabousy, 2018;Frumin, 2018;Koh, 2019;Kul, 2018;Looi, Sun, Kim & Wen, 2018;Nugent et al, 201814 Daher et al, 2018Frumin et al, 2019;Kali, Levy, Levin-Peled & Tal, 2018;Kul, 2018;Looi et al, 2018;Mavrotheris, 2019…”

Section: Kompetenzen Und Berufl Iche Entwicklung Von Lehrpersonenunclassified

Die Implikationen der Digitalisierung für das Lehrpersonal in der Erwachsenen- und Weiterbildung: Ein Review ausgewählter empirischer Ergebnisse und weiterer theoriebildender Literatur

Koschorreck¹,

Gundermann²

2020

Bildung Im Digitalen Wandel: Die Bedeutung Für Das Pädagogische Personal Und Für Die Aus- Und Fortbildung

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Bibliografi sche Informationen der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografi e; detaillierte bibliografi sche Daten sind im Internet über http://dnb.dnb.de abrufb ar.Dieses Projekt wird aus Mitteln des Bundesministeriums für Bildung und Forschung unter dem Förderkennzeichen 01JD1800B gefördert. Die Verantwortung für den Inhalt dieser Veröff entlichung liegt bei den Autorinnen und Autoren.

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The Effectiveness of a Summer Institute and Remotely Delivered Science Instructional Coaching in Middle and High School

Cited by 9 publications

References 37 publications

Identifying the characteristics of effective teacher professional development: a critical review

Identifying the characteristics of effective teacher professional development: a critical review

Effects of coaching on Universal Design for Learning implementation

Die Implikationen der Digitalisierung für das Lehrpersonal in der Erwachsenen- und Weiterbildung: Ein Review ausgewählter empirischer Ergebnisse und weiterer theoriebildender Literatur

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