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Author Gomez, Rhonda Lynn
Title Cognitive coaching: Bringing the ivory tower into the classroom
book jacket
Descript 194 p
Note Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 3909
Chair: Lisa D. Howley
Thesis (Ed.D.)--The University of North Carolina at Charlotte, 2005
Reflection has been described based on the theoretical perspectives of Dewy, Schon, van Manen, and York-Barr. Studies are included which support the reflective process as a way for teachers to think about their practice with the goal toward improvement in the classroom. Cognitive coaching is used as a way to reflect on specific instructional strategies. Studies included support the use of cognitive coaching as a way for teachers to improve their practice and to reflect on instructional planning, presentation, and evaluation of a lesson
The purpose of this study was to investigate if administrative cognitive coaching had a positive effect on teachers' reflective attitudes and practices. A mixed method quasi-experimental design was conducted which addressed the research question. The total sample size (N = 30) completed the modified Reflective Attitude Survey as well as a biographical questionnaire. The fifteen teachers in the experimental group experienced the cognitive coaching intervention for six weeks through weekly sessions. Each session was approximately two hours. Both the experimental and control group completed the modified Reflective Attitude Survey as a post-test. The experimental group completed a follow-up survey at the end of the first month of school. A statistical analysis using SPSS indicated that teachers' perceived a change in their reflective attitudes and practices
School code: 0694
DDC
Host Item Dissertation Abstracts International 66-11A
Subject Education, Administration
Education, Elementary
Education, Curriculum and Instruction
0514
0524
0727
Alt Author The University of North Carolina at Charlotte
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