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ERIC Number: ED567312
Record Type: Non-Journal
Publication Date: 2014
Pages: 150
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-9449-0
In-Service Teacher Training and Coaching on Marzano's Instructional Strategies: An Action Research Study
Miller, Shenequa C.
ProQuest LLC, D.Ed. Dissertation, Capella University
The focus of this action research study was the implementation of a professional development initiative comprised of two phases: a training program for teachers on Marzano's nine research-based instructional strategies, and the implementation, supported by follow-up coaching, during "Pear Mountain" High School's (a pseudonym) six-week remedial summer school session. Twenty-eight teachers participated in the study. The initiative was intended to address a lack of professional development opportunities in the district, expand teachers' instructional repertoires, and improve the way instruction was delivered. The study also served as a test bed for the development of a professional development plan for the next school year. Research questions addressed teacher perceptions of the training and follow-up coaching on the instructional strategies; the extent to which teachers implemented the strategies; and the implementation process itself, including the collaborative development of the future professional development plan by an administrative team that included two teachers. Teachers' use of the strategies was observed and tracked through documented daily walkthroughs, and support was provided through daily coaching and teacher meetings. Data were captured through an observation protocol and meeting minutes. In addition to these data sources, lesson plans were collected, one-on-one teacher interviews were conducted, and a research journal was maintained. The administrative team met once weekly, monitored the initiative, and collaboratively developed an action plan for future professional development initiatives. Results indicated that the majority of teachers implemented one or more of the strategies routinely during the summer session. Teacher perceptions of both the training and the follow-up were positive. Although a small minority of teachers resisted making changes to their instruction or felt they were already excellent teachers, most teachers felt their teaching had improved, and about one-third of the teachers expressed a high level of support for the initiative, citing changes to their teaching, renewed energy and commitment, and positive student response. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A