Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
Explicit Instruction: Evaluating The Fidelity Of A Teacher's Practice Supported By Professional Development And Directive Coaching - A Case Study, Christophe Baco, Marie Bocquillon, Laëtitia Delbart, Antoine Derobertmasure
Explicit Instruction: Evaluating The Fidelity Of A Teacher's Practice Supported By Professional Development And Directive Coaching - A Case Study, Christophe Baco, Marie Bocquillon, Laëtitia Delbart, Antoine Derobertmasure
Australian Journal of Teacher Education
Training teachers in evidence-based practice is a societal challenge. We conducted practical action research to investigate the impact of a professional development programme (the aim of which is to train teachers in explicit instruction) established according to the principles of effective professional development on one teacher's practices. A holistic case study was conducted with one teacher randomly selected among a group of volunteers. An original methodology was developed to measure the fidelity of the teacher’s practices to the different teaching practices and stages of explicit instruction. The teacher's practices were filmed on four occasions and analysed using an observation grid …
Teachers Taking Up Explicit Instruction: The Impact Of A Professional Development And Directive Instructional Coaching Model, Lorraine Hammond, Wendy M. Moore
Teachers Taking Up Explicit Instruction: The Impact Of A Professional Development And Directive Instructional Coaching Model, Lorraine Hammond, Wendy M. Moore
Australian Journal of Teacher Education
In this study we measured the impact of a professional development model that included directive coaching on the instructional practices of Western Australian primary school teachers taking up explicit instruction. We developed and validated protocols that enabled us to measure teachers’ fidelity to the salient elements of explicit instruction and interviewed participants about the impact of the coaching program on student learning, their feelings of self-efficacy and attitudes to being coached. Numerical scores to indicate teachers’ demonstration of explicit instruction lesson design and delivery components changed positively over the five observed lessons and directive coaching had a positive impact on …