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Coaching Conversations: Examining Jo...

Dubisky, Diana.

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Coaching Conversations: Examining Job-embedded Professional Development Action Research Using Danielson's Framework to Develop Shared Understanding of Effective Teaching Practices./
作者:	Dubisky, Diana.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	173 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-12, Section: A.
Contained By:	Dissertations Abstracts International81-12A.
標題:	Education. -
電子資源:	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.
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