ERIC Number: ED547001
Record Type: Non-Journal
Publication Date: 2012
Pages: 157
Abstractor: As Provided
ISBN: 978-1-2675-1610-7
ISSN: N/A
EISSN: N/A
Coaching: Impacting Teacher Behavior to Improve the Quality of Classroom Instruction
Black, Melanie R.
ProQuest LLC, Ed.D. Dissertation, Trevecca Nazarene University
This study addressed the extent to which coaching, as a specific type of professional development, impacted teacher behavior and instructional quality. Specifically, this study sought to determine the extent to which teachers understood and used Marzano's nine high-yield strategies as a result of their participation in six weeks of on-site professional development and one-on-one coaching sessions with the school's on-site instructional coach. In addition, this study sought to determine the extent to which teachers considered the instructional coach to be influential in their instructional improvement efforts. Mixed-model ANOVAS were run to compare changes in teacher behavior from pretest to posttest. The results indicated that coaching is a viable way of impacting teacher behavior and transforming the quality of classroom instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: Coaching (Performance), Faculty Development, Teacher Behavior, Teacher Competencies, Educational Quality, Program Effectiveness, Teacher Attitudes, Mixed Methods Research, Statistical Analysis, Pretests Posttests, Educational Improvement
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A