Perceptions and Meanings Constructed by Participants in a Four-Year Instructional Coaching Project

Autor/in	Perry Hummons, Monica
Titel	Perceptions and Meanings Constructed by Participants in a Four-Year Instructional Coaching Project
Quelle	(2012), (334 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Ashland University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-4894-4
Schlagwörter	Hochschulschrift; Dissertation; Coaching (Performance); Teaching Methods; Qualitative Research; School District Size; School Districts; Urban Areas; Urban Schools; Focus Groups; Group Discussion; Interviews; Program Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; School district; School districts; Size; Schuleinzugsbereich; Schulbezirk; Urban area; Stadtregion; Urban areas; School; Schools; Stadt; Schule; Gruppendiskussion; Interviewing; Interviewtechnik
Abstract	This qualitative study was conducted in the Midwestern U.S. It explored the stories of 27 educators who participated in a four-year instructional coaching project in a large urban school district. Subjects shared their perceptions of and meanings they constructed as a result of their experiences in the coaching project through participation in a series of focus group discussions or by individual interviews. The subjects also put forward nearly 100 recommendations for the success of future coaching projects. The findings included 12 themes that emerged regarding (a) the meanings coaches constructed as a result of their experience in the Perry Coaching Project, (b) coaches' definitions of a case of coaching success, (c) the importance of context on the project's success, and (d) coaches' recommendations for the success of future coaching projects. The coaches recounted their experiences chronologically across the four-year implementation. In spite of the many challenges they faced across the years, the strong majority of coaches believed that their participation was worthwhile and meaningful, and that the potential of coaching to bring about change in teachers' instructional practices was strong. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10