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ERIC Number: EJ821078
Record Type: Journal
Publication Date: 2009
Pages: 10
Abstractor: As Provided
Reference Count: 27
ISSN: ISSN-0022-0671
Effects of Peer Coaching on Teachers' Collaborative Interactions and Students' Mathematics Achievement
Murray, Sarah; Ma, Xin; Mazur, Joan
Journal of Educational Research, v102 n3 p203-212 Jan-Feb 2009
The authors examined peer coaching in the context of the Mentored Implementation Program developed in the Appalachian Mathematics and Science Partnership. The experimental design contained 6 teachers receiving peer coaching with their 202 students and 5 teachers in the control group with their 105 students. Teachers considered peer coaching a positive experience, identifying scheduling and distance as roadblocks. Centering around (a) organization of learning, (b) management of classroom, and (c) mathematical content and pedagogy, collaborative interactions during the post-classroom-observation conferences were brief and showed (a) a lack of analysis, (b) a positive tone and support, (c) a proportional pattern of talk, and (d) a lack of depth in discussion. Peer coaching was not associated with any improvement in mathematics achievement of students. (Contains 3 tables and 4 notes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky