Search results for: Peer teaching

Page 2/2 14 items
11
Role Reversal within the Mentoring Dyad: Collaborative Mentoring on the Effective Instruction of English Language Learners
Authors: Spezzini S., Austin J. S., Abbott G., Littleton R.
This mixed-methods investigation examined the collaborative mentoring of teachers in a large school system in the south-eastern United States. The investigation was guided by two purposes. The first was to examine collaborative mentoring as unstructured peer-to-peer coaching. The second was to examine how licensure courses contributed to the emergence of collaborative mentoring. After completing courses, 84 teachers reported significant increases in frequency and duration of interactions for sharing best practices with colleagues. Of 33 novice teachers recently trained in teaching ELLs, most found themselves mentoring veteran teachers yet untrained in teaching this student group.
Published: 2009
Updated: Feb. 21, 2010
12
The Translation of Teachers’ Understanding of Gifted Students Into Instructional Strategies for Teaching Science
Authors: Park Soonhye, Oliver J. Steven
This study investigated how instructional challenges presented by gifted students shaped teachers’ instructional strategies. The participants were three high school science teachers who were teaching identified gifted students in both heterogeneously- and homogeneously-grouped classrooms. Data analysis indicated that these science teachers developed content-specific teaching strategies based on their understanding of gifted students.
Published: 2009
Updated: Nov. 02, 2009
13
Which Characteristics of a Reciprocal Peer Coaching Context Affect Teacher Learning as Perceived by Teachers and Their Students?
Authors: Zwart Rosanne, Wubbels Theo, Bergen Theo C. M., Bolhuis Sanneke
The main purpose of this article was to explore which characteristics of a reciprocal peer coaching program stimulated or inhibited the professional learning of 28 experienced teachers (14 coaching dyads). A mixed-method approach was adopted combining quantitative and qualitative data. It was found that teachers learn when they are intrinsically motivated to take part in professional development programs; when they feel a certain pressure toward experimenting with new instructional methods; and when they are able to discuss their experiences within a safe, constructive, and trustworthy environment.
Published: 2009
Updated: Sep. 21, 2009
14
What Happens When Eighth Graders Become the Teachers?
Authors: Stecz Stephanie L.
This action research project focuses on expected and unexpected outcomes of eighth-grade students working in teams to teach younger students about Japan. The author's purpose was to find out if and how teaching younger students affected eighth graders in her K-8 inner city public school. She was also interested in whether and how the project affected the school community.
Published: 2009
Updated: Mar. 17, 2009