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The effect of cognitive coaching on ...

Edwards, Jennifer Lynne.

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The effect of cognitive coaching on the conceptual development and reflective thinking of first-year teachers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effect of cognitive coaching on the conceptual development and reflective thinking of first-year teachers./
Author:	Edwards, Jennifer Lynne.
Description:	277 p.
Notes:	Source: Dissertation Abstracts International, Volume: 54-03, Section: A, page: 0895.
Contained By:	Dissertation Abstracts International54-03A.
Subject:	Education, Teacher Training. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9320751

The effect of cognitive coaching on the conceptual development and reflective thinking of first-year teachers.
Edwards, Jennifer Lynne.

The effect of cognitive coaching on the conceptual development and reflective thinking of first-year teachers. - 277 p.

Source: Dissertation Abstracts International, Volume: 54-03, Section: A, page: 0895.

Thesis (Ph.D.)--The Fielding Institute, 1993.

This study examined the effect of cognitive coaching on the conceptual development and reflective thinking of first year teachers. Two groups of first year teachers participated in the study. The experimental group (N = 16) received cognitive coaching, developed by Costa and Garmston, from staff developers who had been trained in its use. The experimental group also received cognitive coaching from principals. This method of teacher supervision is designed to facilitate trust, learning, and autonomy in teachers. The control group (N = 19) generally received clinical supervision from principals, as well as mentoring from teachers who taught the same grade level or subject.Subjects--Topical Terms:

783747
Education, Teacher Training.

The effect of cognitive coaching on the conceptual development and reflective thinking of first-year teachers.
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035 $a (UnM)AAI9320751
035 $a AAI9320751
040 $a UnM $c UnM
100 1 $a Edwards, Jennifer Lynne. $3 1901094
245 1 4 $a The effect of cognitive coaching on the conceptual development and reflective thinking of first-year teachers.
300 $a 277 p.
500 $a Source: Dissertation Abstracts International, Volume: 54-03, Section: A, page: 0895.
500 $a Chair: Judith Stevens-Long.
502 $a Thesis (Ph.D.)--The Fielding Institute, 1993.
520 $a This study examined the effect of cognitive coaching on the conceptual development and reflective thinking of first year teachers. Two groups of first year teachers participated in the study. The experimental group (N = 16) received cognitive coaching, developed by Costa and Garmston, from staff developers who had been trained in its use. The experimental group also received cognitive coaching from principals. This method of teacher supervision is designed to facilitate trust, learning, and autonomy in teachers. The control group (N = 19) generally received clinical supervision from principals, as well as mentoring from teachers who taught the same grade level or subject.
520 $a Conceptual growth from December, 1991 to May, 1992 was measured using the Paragraph Completion Method (PCM), developed by Hunt, Butler, Noy, and Rosser (1978). Growth in reflective thinking was measured by the Reflective Pedagogical Thinking instrument (RPT), developed by Simmons, Sparks-Langer, Starko, Pasch, and Colton (1989). Participants in both groups grew significantly on Paragraph Completion Method Question #5, "When I am told what to do... " (Exp. Gp. p =.018; Ctrl. Gp. p =.088).
520 $a Correlations were found in the experimental group between growth on the Reflective Pedagogical Thinking instrument and number of formal and informal coach interactions. High number of informal mentor interactions correlated with growth on the RPT in the control group. Those in the experimental group who completed more Interaction Sheets about their contacts with coach, principal, and/or mentor tended to show more growth on the RPT than those who completed fewer sheets.
520 $a Correlations were found in the control group between growth on the Paragraph Completion Method and satisfaction with supervision and position. Age, years in a previous career, and number of semester hours past BS also correlated with growth on the PCM in the control group. A high number of formal principal visits and a high number of hours of professional growth between December and May in the experimental group correlated with growth on the PCM.
520 $a Due to sample size, length of the study, factors involved in use of the RPT, as well as the fact that the experimental group was not involved in significant role-taking experiences, further research is suggested.
590 $a School code: 0565.
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Sociology of. $3 626654
690 $a 0530
690 $a 0340
710 2 0 $a The Fielding Institute. $3 1021922
773 0 $t Dissertation Abstracts International $g 54-03A.
790 1 0 $a Stevens-Long, Judith, $e advisor
790 $a 0565
791 $a Ph.D.
792 $a 1993
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9320751