東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Coaching Conversations: Examining Jo...

Dubisky, Diana.

Linked to FindBook

Google Book

Amazon

博客來

Coaching Conversations: Examining Job-embedded Professional Development Action Research Using Danielson's Framework to Develop Shared Understanding of Effective Teaching Practices.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Coaching Conversations: Examining Job-embedded Professional Development Action Research Using Danielson's Framework to Develop Shared Understanding of Effective Teaching Practices./
Author:	Dubisky, Diana.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	173 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-12, Section: A.
Contained By:	Dissertations Abstracts International81-12A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27832786
ISBN:	9798645470869

Coaching Conversations: Examining Job-embedded Professional Development Action Research Using Danielson's Framework to Develop Shared Understanding of Effective Teaching Practices.
Dubisky, Diana.

Coaching Conversations: Examining Job-embedded Professional Development Action Research Using Danielson's Framework to Develop Shared Understanding of Effective Teaching Practices. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 173 p.

Source: Dissertations Abstracts International, Volume: 81-12, Section: A.

Thesis (Ed.D.)--Gardner-Webb University, 2020.

This item must not be sold to any third party vendors.

This action research study investigated the effects of biweekly coaching conversations using a common language of effective teaching practices, Charlotte Danielson's (2013) Framework for Teaching (CDFfT), to guide collegial discourse during coaching sessions with beginning teachers utilizing a partnership approach to coaching. The study was conducted in a middle school setting with three instructional coach participants and eight beginning teachers. Data were collected using qualitative tools, including (a) pre and post professional development survey, (b) coaching communication logs, (c) coach-to-coach weekly debriefing responses, (d) coaching preparation logs, and (e) survey responses at the end of the 8-week study. Analysis of the qualitative data revealed that the use of shared common knowledge of effective teaching practices positively impacted coaching conversations at a specific Title 1 middle school site. Themes emerged from the collection of qualitative data that were used to address the five research questions. The future recommendation encourages the use of CDFfT as a conversational tool that positively impacts teaching practice through a common language of effective teaching practices.

ISBN: 9798645470869Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Action research

Coaching Conversations: Examining Job-embedded Professional Development Action Research Using Danielson's Framework to Develop Shared Understanding of Effective Teaching Practices.
LDR:02456nmm a2200361 4500 001 2279030
005 20210730131524.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798645470869
035 $a (MiAaPQ)AAI27832786
035 $a AAI27832786
040 $a MiAaPQ $c MiAaPQ
100 1 $a Dubisky, Diana. $3 3557442
245 1 0 $a Coaching Conversations: Examining Job-embedded Professional Development Action Research Using Danielson's Framework to Develop Shared Understanding of Effective Teaching Practices.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 173 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-12, Section: A.
500 $a Advisor: Brown, Sydney.
502 $a Thesis (Ed.D.)--Gardner-Webb University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a This action research study investigated the effects of biweekly coaching conversations using a common language of effective teaching practices, Charlotte Danielson's (2013) Framework for Teaching (CDFfT), to guide collegial discourse during coaching sessions with beginning teachers utilizing a partnership approach to coaching. The study was conducted in a middle school setting with three instructional coach participants and eight beginning teachers. Data were collected using qualitative tools, including (a) pre and post professional development survey, (b) coaching communication logs, (c) coach-to-coach weekly debriefing responses, (d) coaching preparation logs, and (e) survey responses at the end of the 8-week study. Analysis of the qualitative data revealed that the use of shared common knowledge of effective teaching practices positively impacted coaching conversations at a specific Title 1 middle school site. Themes emerged from the collection of qualitative data that were used to address the five research questions. The future recommendation encourages the use of CDFfT as a conversational tool that positively impacts teaching practice through a common language of effective teaching practices.
590 $a School code: 0837.
650 4 $a Education. $3 516579
650 4 $a Adult education. $3 543202
653 $a Action research
653 $a Coach
653 $a Coachee
653 $a Framework for teaching
653 $a Partnership approach
690 $a 0515
690 $a 0516
710 2 $a Gardner-Webb University. $b School of Education. $3 1673431
773 0 $t Dissertations Abstracts International $g 81-12A.
790 $a 0837
791 $a Ed.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27832786