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A qualitative study of the factors s...

Tennison, Rachel Louise.

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A qualitative study of the factors supporting the implementation and sustainability of a deeply embedded cognitive coaching school culture.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A qualitative study of the factors supporting the implementation and sustainability of a deeply embedded cognitive coaching school culture./
作者:	Tennison, Rachel Louise.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	164 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
Contained By:	Dissertation Abstracts International77-08A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10098660
ISBN:	9781339627076

A qualitative study of the factors supporting the implementation and sustainability of a deeply embedded cognitive coaching school culture.
Tennison, Rachel Louise.

A qualitative study of the factors supporting the implementation and sustainability of a deeply embedded cognitive coaching school culture. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 164 p.

Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.

Thesis (Ed.D.)--Southwest Baptist University, 2016.

With a lack of reflection, distrust, and teacher isolation prevalent, principals rely on programs instead of eliciting deeply embedded practice (Fullan 2001; Reeves, 2009; Schmoker, 2004). What is needed is a deeply embedded practice of thinking, reflecting, collaborating, and self-directed learning. This study aimed to define what deeply embedded practice looks like in the elementary school setting through the lens of Cognitive Coaching. The study explored principals' perceptions of the implementation process and determined factors that facilitated and inhibited building-wide implementation. This study also considered the perceptions of teachers and staff members working within the school environment who embraced Cognitive Coaching as a means for professional growth. The problem in existence is that it is difficult to create a deeply embedded school reform initiative. This case study examined two school cultures and gained insight into what a deeply embedded Cognitive Coaching environment looks like, according to principals' perceptions. A qualitative methodology of a case study was utilized as the design of this study.

ISBN: 9781339627076Subjects--Topical Terms:

529436
Educational leadership.

A qualitative study of the factors supporting the implementation and sustainability of a deeply embedded cognitive coaching school culture.
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245 1 2 $a A qualitative study of the factors supporting the implementation and sustainability of a deeply embedded cognitive coaching school culture.
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500 $a Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
500 $a Adviser: Nancy Colbaugh.
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520 $a With a lack of reflection, distrust, and teacher isolation prevalent, principals rely on programs instead of eliciting deeply embedded practice (Fullan 2001; Reeves, 2009; Schmoker, 2004). What is needed is a deeply embedded practice of thinking, reflecting, collaborating, and self-directed learning. This study aimed to define what deeply embedded practice looks like in the elementary school setting through the lens of Cognitive Coaching. The study explored principals' perceptions of the implementation process and determined factors that facilitated and inhibited building-wide implementation. This study also considered the perceptions of teachers and staff members working within the school environment who embraced Cognitive Coaching as a means for professional growth. The problem in existence is that it is difficult to create a deeply embedded school reform initiative. This case study examined two school cultures and gained insight into what a deeply embedded Cognitive Coaching environment looks like, according to principals' perceptions. A qualitative methodology of a case study was utilized as the design of this study.
520 $a The qualities of successful schools outlined in the review of literature and the interviews, observations, and documents collected through research all support the same five essential ingredients in creating a deeply embedded Cognitive Coaching culture. In order for the tools of Cognitive Coaching to be effectively utilized, a school must (a) establish trusting relationships within the school, (b) create a culture of collaboration, (c) facilitate opportunities in which reflection takes place, (d) produce self-directed persons, and (e) develop organizational learning to take place within the school.
520 $a An unintended result emerged through this study, that the identity as a mediator of thinking is a crucial element in establishing a deeply embedded Cognitive Coaching environment. Information throughout the interviews and observations supported the thread of identity as a Cognitive Coach being woven throughout the school sites. The realization emerged that every principal or teacher, everyone who has been trained in Cognitive Coaching has his or her own journey. The reason the identity was so strongly woven throughout was because each human being had a very significant journey in the process.
520 $a The realization of this research project is that all humans have their own journey in developing an identity as a Cognitive Coach.
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