Examining Teachers' Attitudes and Experiences with Coaching to Inform Research-Based Practice: An Iterative Developmental Design Study

Autor/inn/en	Shernoff, Elisa S.; Lekwa, Adam J.; Reddy, Linda A.; Coccaro, Candace
Titel	Examining Teachers' Attitudes and Experiences with Coaching to Inform Research-Based Practice: An Iterative Developmental Design Study
Quelle	In: Journal of Educational & Psychological Consultation, 27 (2017) 4, S.459-485 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2016.1255850
Schlagwörter	Teacher Attitudes; Teaching Experience; Coaching (Performance); Evidence Based Practice; Intervention; Elementary School Teachers; Focus Groups; Poverty Areas; Economically Disadvantaged; Interrater Reliability; Teacher Participation; Barriers; Coding; Educational Benefits; Teaching Skills; Skill Development; Instructional Effectiveness; Modeling (Psychology); Feedback (Response); Anxiety; Qualitative Research + Suchen Sie Ihr Suchwort? Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interrater-Reliabilität; Codierung; Programmierung; Bildungsertrag; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kompetenzentwicklung; Qualifikationsentwicklung; Unterrichtserfolg; Modeling; Modelling; Modellierung; Angst; Qualitative Forschung
Abstract	The purpose of this qualitative study was to examine teachers' attitudes and experiences with coaching. This study was conducted in advance of a planned randomized controlled trial of a coaching intervention to better align the model with teachers' needs and goals. Thirty-four K-5 general (n = 26), special education (n = 6), and educational support staff (n = 2) working in two high-poverty schools participated in focus groups. Interrater reliability between independent coders was high (? = 0.92; range: 0.76-1.0). Thematic analyses identified facilitators and barriers to teacher participation in the planned intervention and were used to improve upon the existing coaching model. Themes focused on advantages and disadvantages to coaching and characteristics of effective coaches and coaching models. Implications of findings for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01