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ERIC Number: EJ1272726
Record Type: Journal
Publication Date: 2020-Oct
Pages: 4
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0276-928X
When Teachers Listen, Students Learn: Coaching Helps Teachers Incorporate Student Voice in the Classroom
Carlson, Liesel
Learning Professional, v41 n5 p28-31 Oct 2020
In this article, the author describes collaborative work with four teachers through the Lansing School District's participation in a multiyear project to implement and study the effects of the My Teaching Partner-Secondary 1:1 Video Coaching model. The model is a collaborative, individualized coaching program that focuses on effective teacher-student interactions that contribute to students' social and academic gains. Based on research and shown to be effective in two randomized control studies (Allen et al., 2015; Allen et al., 2011), My Teaching Partner-Secondary uses a standardized process that is strengths-based, interactions-focused, collaborative, and rooted in a teacher's actual practice. The coaching model is content-adaptable and can be applied to any subject area. The primary goal for participating teachers is to improve their teaching through becoming a better observer of their own practice, specifically understanding and describing interactions, intentionally planning greater learning opportunities for students, and improving curriculum implementation (Pianta et. al, 2010).
Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 800-727-7288; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: https://learningforward.org/the-learning-professional/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan
Identifiers - Assessments and Surveys: Classroom Assessment Scoring System