Search results for: Coaching
Page 5/5 43 items
The research project Adaptive Teaching Competency seeks to conceptualise the processes of tuning teaching to individual students' learning needs and to empirically test, within the field of science teaching, to what extent Adaptive Teaching Competency can be fostered through teacher education. 32 primary and secondary teachers took part in an intervention to foster their Adaptive Teaching Competency based on content-focused coaching whilst 18 teachers formed the control group.
Updated: Dec. 21, 2009
Which Characteristics of a Reciprocal Peer Coaching Context Affect Teacher Learning as Perceived by Teachers and Their Students?
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.
Updated: Sep. 21, 2009
The Effect of Curriculum, Coaching, and Professional Development on Prekindergarten Children's Literacy Achievement
The study empirically assessed one community's efforts to close the literacy's gap between its advantaged and disadvantaged children. Over a 3-year period, a grassroots venture consisting of business, university and public school personnel provided teachers in 22 California state preschool classrooms with a literacy-rich curriculum. They also provided the teachers with weekly support from a literacy coach and professional development on early literacy acquisition and instruction.
Updated: Apr. 06, 2009