A Mixed-Methods Investigation of Instructional Coaching for Teachers of Diverse Learners

Autor/in	Teemant, Annela
Titel	A Mixed-Methods Investigation of Instructional Coaching for Teachers of Diverse Learners
Quelle	In: Urban Education, 49 (2014) 5, S.574-604 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085913481362
Schlagwörter	Mixed Methods Research; Student Diversity; Teaching Methods; Coaching (Performance); Urban Schools; Elementary School Teachers; Standards; Instructional Effectiveness; Intervention; Educational Practices; Longitudinal Studies; Observation; Focus Groups + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Standard; Unterrichtserfolg; Bildungspraxis; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Beobachtung
Abstract	This longitudinal mixed-methods study investigates the efficacy and sustainability of instructional coaching outcomes among urban elementary teachers (N = 36) using focus group and quantitative pre-, post-, and 1 year-after intervention data. Coached teachers participated in a 30-hr workshop and then seven cycles of coaching (15 hr) targeting use of five research-based principles of learning--the Standards for Effective Pedagogy--for teaching diverse students. Findings demonstrate instructional coaching led to statistically significant (a) pedagogical transformation and (b) patterns of sustainability and attrition. Implications for theory, practice, and research are derived by interpreting quantitative and qualitative findings together. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10