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.
|Number of pages||10|
|Journal||Journal of Educational Research|
|State||Published - Jan 1 2009|
Bibliographical noteFunding Information:
Supported? by? the? National? Science? Foundation,? the? Appalachian?Mathematics?and?Science?Partnership?(AMSP)?was? a? collaborative? effort? of? the? University? of? Kentucky,? University?of?Tennessee,?University?of?Virginia,?Kentucky?Science? and?Technology?Corporation,?38?Kentucky?school?districts,? 9?Tennessee?school?districts,?5?Virginia?school?districts,?and? regional?universities,?colleges,?and?agencies?to?develop?an? overlapping?network?of?partnering?and?mentoring?relation-hips?across?kindergarten?to?Grade?16?(K–16)?levels.?The? goal?was?to?enable?students,?teachers,?school?administrators,? and?higher?education?faculties?to?share?their?expertise?and? support?one?another’s?continuing?learning.
Copyright 2012 Elsevier B.V., All rights reserved.
- Collaborative interactions
- Mathematics achievement
- Peer coaching
ASJC Scopus subject areas