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Full-Text Articles in Education
Three Perspectives Of Planning, Implementation, And Consistency In Instructional Coaching, Judith Tanner, Lisa Quintis, Thomas Gamboa Jr.
Three Perspectives Of Planning, Implementation, And Consistency In Instructional Coaching, Judith Tanner, Lisa Quintis, Thomas Gamboa Jr.
Journal of Educational Research and Practice
School administrators are choosing or required to implement instructional coaching on their campuses to improve student-learning opportunities. The school community must be aware that effective instructional coaching is job embedded, encourages teachers to become reflective practitioners, and requires time to commit to the implementation. School administrators must support instructional coaches by ensuring there is significant time allotted to provide coaches time in the classroom to observe, provide feedback, and support classroom teachers in their practice and reflection. Instructional coaches build trust and rapport with the instructional staff by implementing best-practice protocols, providing feedback, and planning the next steps. The instructional …
Elementary Teachers' Perceptions Of The Effectiveness Of Coteaching, Geeta Gupta Kadakia
Elementary Teachers' Perceptions Of The Effectiveness Of Coteaching, Geeta Gupta Kadakia
Walden Dissertations and Doctoral Studies
In response to the low passing rate of its students with disabilities, administrators at a small urban elementary school in south Texas implemented coteaching. Guided by Nonaka and Takeuchi's collaborative learning framework, this qualitative instrumental case study was conducted to investigate the effectiveness of collaborative teaching in the elementary education setting. Data collection consisted of a group interview and classroom observations with a purposeful sample of 4 general education teachers and 2 special education teachers of Grades 3-5 math and language arts who were coteaching at the time of the study. Teachers' perceptions regarding the effects of their professional relationship …
Relationship Between Teacher Inquiry Science Instruction Self-Efficacy And Student Achievement, Grace Hanners
Relationship Between Teacher Inquiry Science Instruction Self-Efficacy And Student Achievement, Grace Hanners
Walden Dissertations and Doctoral Studies
Standardized test data indicate that student achievement in science is a problem both nationally and locally. At the study site, only a small percentage of fifth-grade students score at the advanced level on the Maryland state science assessment (MSA). In addition, the performance of African American, economically disadvantaged, and special education students is well below that of the general student population. Some studies have shown that teacher self-efficacy affects student achievement. Therefore, the purpose of this study was to explore the relationship between fifth-grade teacher inquiry science instruction self-efficacy scores and the scores of their students on the MSA. Bandura's …