Literaturnachweis - Detailanzeige
| Autor/in | Morris, Anne Matthews |
|---|---|
| Titel | Personalized Professional Learning through Instructional Coaching: A Case Study of One School District |
| Quelle | (2023), (294 Seiten)
PDF als Volltext Ed.D. Dissertation, The George Washington University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-0321-8 |
| Schlagwörter | Hochschulschrift; Dissertation; Case Studies; Faculty Development; School Districts; Coaching (Performance); Distance Education; COVID-19; Pandemics; Educational Needs; Teacher Attitudes; Administrators; Preferences |
| Abstract | The purpose of this study was to explore how instructional coaches used research-based strategies to personalize their support for teachers. It also examined the larger implementation factors that helped or hindered their facilitation of such professional learning in a single district context. This included the adaptation of instructional coaching practices for the abrupt change to remote learning during the COVID-19 pandemic. The conceptual framework that was used as the lens for this research was based on the process of implementing research-based strategies to meet individual teachers' professional learning needs and adapting for the pandemic while considering how coaches' attributes and implementation factors informed such application through the perceptions of the participating teachers receiving such support. This study was an embedded case study of three schools in a single school district that included the interviewing of instructional coaches, their supported teachers, and their school administrators to capture their perceptions of the applied professional learning. This study found that participating instructional coaches combined a variety of strategies and models to individualize coaching support and better meet teachers' needs. Such personalization was facilitated by providing structured choices of professional learning and opportunities to voice preferences while also balancing with the needs of the school and curriculum. The building of a working relationship allowed the coach to understand teacher needs to better individualize support. Instructional coaches were found to display attributes that leaned towards an affinity to building relationships and being a support for teachers, and coaches were better able to provide support due to their content expertise, prior teaching experience, and longevity at the school. Less barriers to instructional coaching were found to occur when the school culture prioritized professional learning and instructional coaching. Instructional coaches had to further adapt their strategies during COVID-19 to support a fully remote learning environment while also assuming other responsibilities to support their school site. Additional school staff, like the Technology Integration Specialist, also worked with teachers to provide professional learning during the pandemic to meet the new learning needs of teachers that arose out of facilitating virtual learning. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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