The Effectiveness of a Peer Coaching Intervention on Co-Teachers' Use of High Leverage Practices

Autor/inn/en	Ackerman, Kera B.; Whitney, Todd; Samudre, Mark D.
Titel	The Effectiveness of a Peer Coaching Intervention on Co-Teachers' Use of High Leverage Practices
Quelle	In: Preventing School Failure, 67 (2023) 1, S.27-38 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ackerman, Kera B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2022.2070591
Schlagwörter	Peer Teaching; Coaching (Performance); Inclusion; Elementary School Teachers; Elementary School Students; Teaching Methods; Team Teaching; Feedback (Response); Regular and Special Education Relationship; Rural Schools; Grade 4; Mathematics Instruction; Positive Reinforcement + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Inklusion; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Teamteaching; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School year 04; 4. Schuljahr; Schuljahr 04; Mathematics lessons; Mathematikunterricht
Abstract	Co-teaching is a prevalent model to address student needs in an inclusive classroom, therefore it is critical that both the general and special education teacher are implementing high leverage and evidence-based practices. The present study used peer coaching in an elementary co-taught classroom to evaluate the effectiveness of teachers' use of high leverage practices to engage and provide feedback to students. Results showed that peer coaching was effective in increasing the use of these practices during intervention, however maintenance did not approximate the performance in the intervention condition. Future implications regarding the impact of these practices on at-risk student engagement in collaborative settings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01