Education Commons^™

Instructional Coaches And Teachers: A Grounded Theory Study Of The Professional Relationship, Julia Alberg-Burbank

Electronic Theses, Projects, and Dissertations

The purpose of this constructivist grounded theory study was to examine the professional relationship between instructional coaches and teachers in an elementary school setting. This examination is necessary due to the expansion of personnel serving as instructional coaches in US public schools. Utilizing constructivist grounded theory, the researcher gathered electronic journals from 19 participants, 11 teachers and eight coaches. Additionally, interviews were conducted with all 19 participants. The initial codes from electronic journals were applied to interview transcripts in a line-by-line analysis and subsequently affirmed using qualitative software analysis. Analyzing codes led to memo writing and the emergence of theoretical …

Badminton Teaching/Coaching Skills And Materials, Hosung So

Teaching Skills Study Awards (TSSA) Reports

No abstract provided.

A Case Study Of The Development Of An Ecoach, Margaret P. Weiss, Kelley S. Regan, Holly D. Glaser

The Journal of Special Education Apprenticeship

Internship is a critical feature of teacher preparation programs and can be one of the most influential experiences for teacher candidates. New technologies, such as eCoaching, demonstrate promising results in providing richer experiences to teacher candidates during internship. eCoaching allows university supervisors to provide real-time feedback on instruction and has proven effective at improving teacher change. However, eCoaching is different from traditional university supervision. In this case study, we describe the evolution of a traditional university supervisor using eCoaching for the first time and the support she needs to be effective. Implications are discussed.

Implementing Evidence-Based Practices Within Multi-Tiered Systems Of Support To Promote Inclusive Secondary Classroom Settings, Michael Mahoney Ph.D.

The Journal of Special Education Apprenticeship

Research suggests that evidence-based practices (EBPs) implemented in secondary school settings will support the academic achievement of students with specific learning needs (Scruggs, Mastropieri, Berkeley, & Graetz, 2010). In order to effectively promote the use of EBPs in general education classroom settings, secondary schools are currently adopting multi- tiered systems of supports (MTSS) such as Positive Behavioral Interventions and Supports and Response to Intervention models (Fuchs & Fuchs, 2006; Sugai & Horner, 2006). However, secondary teachers’ may have limited knowledge of EBPs and adequate training in the implementation of EBPs in general education classroom settings (Kutash, Duchnowski, & Lynn, 2009; …

Head Start Teacher Professional Development On Language Modeling And Children's Language Development: A Sequential Mixed Methods Design, Latrenda Terrell

Electronic Theses, Projects, and Dissertations

Poverty is known to affect many areas of life for poor children, particularly young children’s language development. To address language development issues as well as other educational needs, the Head Start Program was created. The purpose of this sequential mixed-methods study was to describe the professional development experiences of Head Start teachers on language modeling. In addition, this study sought to explore teachers’ views on language modeling and the activities they find most effective to support student learning.

Analysis of the data revealed that teachers wanted more training and workshops, to be paired with a mentor/coach, pay raises for achieving …

Professional Development As A Means To Increase Teacher Fidelity And Improve Teacher And Student Outcomes, Shari Lynn Booth

Electronic Theses, Projects, and Dissertations

This study was conducted to examine professional development techniques for training special education teachers to implement discrete trial training with in the classroom environment. The purpose of this study was to determine if professional development regarding discrete trail training increases the fidelity with which teachers implement discrete trail training when providing instruction to students with autism spectrum disorder. Specifically, the study noted if professional development that included coaching in the classroom increased the fidelity with which teachers were able to implement discrete trail training. Further, this study examined the correlation between an improvement in the fidelity with which teachers implemented …