Literaturnachweis - Detailanzeige
| Autor/inn/en | Fabiano, Gregory A.; Reddy, Linda A.; Dudek, Christopher M. |
|---|---|
| Titel | Teacher Coaching Supported by Formative Assessment for Improving Classroom Practices |
| Quelle | In: School Psychology Quarterly, 33 (2018) 2, S.293-304 (12 Seiten)
PDF als Volltext |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1045-3830 |
| DOI | 10.1037/spq0000223 |
| Schlagwörter | Coaching (Performance); Formative Evaluation; Classroom Techniques; Educational Practices; Elementary School Teachers; Teacher Improvement; Teacher Behavior; Instructional Effectiveness; Faculty Development; Control Groups; Experimental Groups; Job Satisfaction; Training Methods; Likert Scales; Statistical Analysis; New York; New Jersey |
| Abstract | The present study is a wait-list controlled, randomized study investigating a teacher coaching approach that emphasizes formative assessment and visual performance feedback to enhance elementary school teachers' classroom practices. The coaching model targeted instructional and behavioral management practices as measured by the Classroom Strategies Assessment System (CSAS) Observer and Teacher Forms. The sample included 89 general education teachers, stratified by grade level, and randomly assigned to 1 of 2 conditions: (a) immediate coaching, or (b) waitlist control. Results indicated that, relative to the waitlist control, teachers in immediate coaching demonstrated significantly greater improvements in observations of behavior management strategy use but not for observations of instructional strategy use. Observer- and teacher-completed ratings of behavioral management strategy use at postassessment were significantly improved by both raters; ratings of instructional strategy use were significantly improved for teacher but not observer ratings. A brief coaching intervention improved teachers' use of observed behavior management strategies and self-reported use of behavior management and instructional strategies. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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