Effects of Peer Coaching on Teachers' Collaborative Interactions and Students' Mathematics Achievement

Autor/inn/en	Murray, Sarah; Ma, Xin; Mazur, Joan
Titel	Effects of Peer Coaching on Teachers' Collaborative Interactions and Students' Mathematics Achievement
Quelle	In: Journal of Educational Research, 102 (2009) 3, S.203-212 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
Schlagwörter	Mathematics Achievement; Coaching (Performance); Teacher Collaboration; Mentors; Teacher Attitudes; Barriers; Classroom Techniques; Mathematics Instruction; Program Effectiveness; Faculty Development; Summer Programs; Elementary School Teachers; Secondary School Teachers; Program Evaluation; Kentucky + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lehrerkooperation; Lehrerverhalten; Klassenführung; Mathematics lessons; Mathematikunterricht; Sommerkurs; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Programme evaluation; Programmevaluation
Abstract	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.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10