The impact of peer coaching on fidelity of implementation of student team learning procedures and on collegiality among teachers /
This experimental study investigated the impact of peer
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1995.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=741212391&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This experimental study investigated the impact of peer coaching on fidelity of implementation of cooperative learning procedures and on collegiality among teachers. Additionally, the opinions of the participants in the experimental group regarding peer coaching procedures were also reported. A random selection of 120 teachers from a population of all tear-hers new to the Spring Independent School District, Houston, Texas, comprised the sample. These teachers were randomly assigned to either the experimental or control group. Attrition and lack of participation reduced the sample size to 49 participants (21 in the experimental group and 28 in the control group). AU participants received pre-service training in one or more cooperative learning procedures. In addition to this training, participants in the experimental group received training in peer coaching procedures. Participants were then asked to implement cooperative learning procedures (with or without peer coaching procedures). Video-tapes were submitted by the participants and analyzed using a checklist developed by the researcher. Participants also completed a four-part evaluation packet which provided information on (1) pre- service training prior to implementation, (2) implementation of peer coaching procedures by participants in the experimental group, (3) collegiality among teachers (using the OCDQ - RE), (4) the opinions of the participants in the experimental group about peer coaching procedures, and (5) comments by the participants about the project. Descriptive and inferential statistics were applied to quantitative data. Qualitative data was recorded manually and analyzed. Analysis of the data collected on collegiality revealed that peer coaching had no significant impact on collegiality among teachers (p < .05), although responses in both groups were positive. Analysis of the data from the checklists revealed that the use of peer coaching does lead to greater fidelity of implementation (p < .05) than fidelity of implementation without peer coaching. Ancillary findings revealed that most participants in the experimental group expressed positive feelings about peer coaching procedures; however, participants expressed concern about the stress level of new teachers participating in this project and non-voluntary participation. |
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| Item Description: | Vita. "Major Subject: Curriculum and Instruction". |
| Physical Description: | ix, 160 leaves ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references. |