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Study of face-to-face and virtual in...

Gamboa, Thomas.

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Study of face-to-face and virtual instructional coaching with core content high school teachers and composite student academic achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Study of face-to-face and virtual instructional coaching with core content high school teachers and composite student academic achievement./
作者:	Gamboa, Thomas.
面頁冊數:	138 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
Contained By:	Dissertation Abstracts International76-01A(E).
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3583984
ISBN:	9781321203561

Study of face-to-face and virtual instructional coaching with core content high school teachers and composite student academic achievement.
Gamboa, Thomas.

Study of face-to-face and virtual instructional coaching with core content high school teachers and composite student academic achievement. - 138 p.

Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.

Thesis (Ed.D.Ed.Lead.)--University of Phoenix, 2014.

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

The purpose of this quantitative quasi-experimental study was to explore the potential relationships between instructional coaching as a form of professional development in face-to-face and virtual formats and composite student achievement. To answer the research questions, the study involved exploring potential empirical evidence supporting the use of instructional coaching as a professional development tool that could potentially improve composite student achievement. The study included nonequivalent groups using pre- and postcomposite common assessment scores from a sample of core content high school teachers from one high school campus in west Texas. Along with participant demographic information and instructional coaching logs, the analysis led to identifying relationships between variables in the instructional coaching process and the effect they had on composite student achievement. Based on the findings of this study, instructional coaching as used on this campus did not have a significant effect on composite student achievement. The study contributes to the field of education by providing insight into potential areas for future research as it pertains to the use of instructional coaching as a form of professional development.

ISBN: 9781321203561Subjects--Topical Terms:

1035576
Education, Leadership.

Study of face-to-face and virtual instructional coaching with core content high school teachers and composite student academic achievement.
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520 $a The purpose of this quantitative quasi-experimental study was to explore the potential relationships between instructional coaching as a form of professional development in face-to-face and virtual formats and composite student achievement. To answer the research questions, the study involved exploring potential empirical evidence supporting the use of instructional coaching as a professional development tool that could potentially improve composite student achievement. The study included nonequivalent groups using pre- and postcomposite common assessment scores from a sample of core content high school teachers from one high school campus in west Texas. Along with participant demographic information and instructional coaching logs, the analysis led to identifying relationships between variables in the instructional coaching process and the effect they had on composite student achievement. Based on the findings of this study, instructional coaching as used on this campus did not have a significant effect on composite student achievement. The study contributes to the field of education by providing insight into potential areas for future research as it pertains to the use of instructional coaching as a form of professional development.
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