My Teaching Partner-Secondary: A Video-Based Coaching Model

Autor/inn/en	Gregory, A.; Ruzek, E.; Hafen, C. A.; Mikami, A. Y.; Allen, J. P.; Pianta, R. C.
Titel	My Teaching Partner-Secondary: A Video-Based Coaching Model
Quelle	In: Theory Into Practice, 56 (2017) 1, S.38-45 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2016.1260402
Schlagwörter	Video Technology; Teaching Methods; Middle School Teachers; Secondary School Teachers; Coaching (Performance); Program Descriptions; Models; Academic Achievement; Achievement Gains; Peer Relationship; Racial Differences; Discipline; Classroom Techniques; Theories; Program Effectiveness; Classroom Observation Techniques; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Analogiemodell; Schulleistung; Achievement gain; Leistungssteigerung; Peer-Beziehungen; Rassenunterschied; Disziplin; Klassenführung; Theory; Theorie; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	In the My Teaching Partner (MTP) program, coaches engage teachers in 6 to 9 coaching cycles across a school year. Guided by the program's theory, coaches help teachers reflect on the emotional, organizational, and instructional features of classrooms. MTP was originally developed for pre-K and early elementary classrooms (MTP Pre-K), but this article focuses on the secondary school version of this program, MTP-Secondary (MTP-S), given the need for coaching models with middle and high school teachers. The article presents the guiding theory of MTP-S and how it relates to key components of the coaching cycle. We then offer a brief synthesis of research demonstrating its effectiveness in raising achievement, promoting positive peer interactions, and reducing racial disparities in teachers' discipline practices. We provide ideas for future research that would help advance theory on the essential components of effective coaching programs in secondary schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01