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Effects of coaching on teacher use of sociocultural instructional practices
ARTICLE

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TATE Volume 27, Number 4, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study evaluates a performance-based instructional coaching model intended to improve teacher pedagogy and classroom organization for educating diverse student populations. Elementary teachers (N = 21) participated in a 30-h workshop and seven individual coaching sessions across an academic year. The coaching model promoted use of the Standards for Effective Pedagogy, five research-based practices known to increase student achievement. Findings demonstrate performance-based instructional coaching led to statistically significant (a) improvements in teacher pedagogy, (b) patterns of teacher growth, and (c) changes in classroom organization. Implications for improving teachers’ ultimate achievement, the coaching protocol, and research are addressed.

Citation

Teemant, A., Wink, J. & Tyra, S. (2011). Effects of coaching on teacher use of sociocultural instructional practices. Teaching and Teacher Education: An International Journal of Research and Studies, 27(4), 683-693. Elsevier Ltd. Retrieved October 21, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2010.11.006

Keywords