NotesFAQContact Us
Search Tips
ERIC Number: ED439113
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 53
Abstractor: N/A
Reference Count: N/A
The Effects of Cognitive Coaching and Nonverbal Classroom Management on Teacher Efficacy and Perceptions of School Culture.
Edwards, Jennifer L.; Green, Kathy E.; Lyons, Cherie A.; Rogers, Mary S.; Swords, Marcia E.
Teachers in this study participated in a 3-year grant funded by the U.S. Department of Education Fund for Innovation in Education. The purpose of the grant was to provide teachers with support in implementing standards-based education. Both treatment and control groups of teachers received instruction in implementing standards-based education from the school district. Teachers in the treatment group also received training in cognitive coaching and coached each other monthly as they implemented the standards. In addition, they received training in nonverbal classroom management, which is a set of nonverbal techniques designed to help teachers decrease the time spent managing in order to increase time spent helping students achieve the standards. Thirty-six coaches received training to provide teachers with feedback on their classroom management skills. Finally, teachers in the project met in monthly dialogue groups across grade levels with teachers from other schools to discuss their implementation of standards. Teachers in the treatment group compared to teachers in the control group increased significantly in teaching efficacy and attitudes toward school culture. Based on these findings, this model appears to have promise for increasing teacher professionalism and efficacy and helping teachers to implement innovations. (Contains 89 references and 14 tables.) (Author/SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A