Title page for ETD etd-04192007-112237


Type of Document Dissertation
Author Shields, Sammy Lee
Author's Email Address sshields@mail.dps.k12.va.us
URN etd-04192007-112237
Title A Cross-Case Analysis of Peer Coaching in Two Elementary Schools
Degree Doctor of Education
Department Educational Leadership and Policy Studies
Advisory Committee
Advisor Name Title
Parks, David J. Committee Chair
Bourdeaux, Robert M. Committee Member
Craig, James R. Committee Member
Magliaro, Susan G. Committee Member
Keywords
  • Staff Development
  • Peer Coaching
  • Collegial Interaction
  • Collaboration
Date of Defense 2007-04-05
Availability unrestricted
Abstract
Sammy Shields Abstract

The purposes of this study were to (1) identify the variables affecting peer coaching, (2) the characteristics of peer coaching, and (3) to determine the outcomes of peer coaching. Participants were interviewed individually, face-to-face to gain insight into peer coaching. The interview questions were developed around the three domains in the conceptual framework: variables affecting peer coaching, the characteristics of peer coaching, and the outcomes of peer coaching.

This study was conducted in one school division in the Commonwealth of Virginia . Two schools within the school division were randomly selected by the superintendent of schools for participation. Twelve teachers and the principals of these two schools participated in the study. Data were gathered using a teacher questionnaire, a principal questionnaire, and face-to-face interviews with the teachers. The constant comparative method was used to analyze the interview data.

The variables found to affect peer coaching were: (a) trust, (b) commitment, (c) administrative support, (d) environment (non-threatening), (e) time (constraints), and (f) teacher attributes. The characteristics of peer coaching were: (a) user friendliness, (b) instructive training, (c) the centrality of observation, and (d) conferencing. The outcomes of peer coaching were: (a) creates support networks, (b) impacts instructional and classroom management practices, and (c) confirms instructional and classroom management practices. These findings may be helpful to school administrators and teachers who are interested in learning about peer coaching and how peer coaching can serve as an ongoing staff development intervention to bring about changes in teachers' instructional and classroom management practices.

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