Effects of peer coaching on teachers' collaborative interactions and students' mathematics achievement

Sarah Murray; Xin Ma; Joan Mazur

doi:10.3200/JOER.102.3.203-212

Effects of peer coaching on teachers' collaborative interactions and students' mathematics achievement

Sarah Murray
, Xin Ma
, Joan Mazur

Producción científica: Article › revisión exhaustiva

52 Citas (Scopus)

Resumen

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.

Idioma original	English
Páginas (desde-hasta)	203-212
Número de páginas	10
Publicación	Journal of Educational Research
Volumen	102
N.º	3
DOI	https://doi.org/10.3200/JOER.102.3.203-212
Estado	Published - ene 1 2009

Nota bibliográfica

Funding 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:
Copyright 2012 Elsevier B.V., All rights reserved.

Financiación

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.

ASJC Scopus subject areas

Education

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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.",

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Effects of peer coaching on teachers' collaborative interactions and students' mathematics achievement

Resumen

Nota bibliográfica

Financiación

ASJC Scopus subject areas

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