Evaluation of outcome in school consultation

Alpert, Judith L.; Weiner, Linda; Ludwig, Linda

doi:10.1016/0022-4405(79)90034-7

Cited by 9 publications

(6 citation statements)

References 5 publications

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“…Coaches are more likely to be motivated by high-efficacy teachers who believe instructional improvement is worthwhile. The coaches, like the curriculum consultants studied by Alpert, Weiner, and Ludwig (1979), might be more responsive to the needs of "well patients"-teachers least needing help.…”

mentioning

confidence: 99%

Teacher Efficacy and the Effects of Coaching on Student Achievement

Ross¹

1992

Canadian Journal of Education / Revue canadienne de l'éducation

506

319

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This research considers relationships between student achievement (knowledge and cognitive skill), teacher efficacy (Gibson & Dembo, 1984), and interactions with assigned coaches (self-report measures) in a sample of 18 grade 7 and 8 history teachers in 36 classes implementing a specific innovation with the help of 6 coaches. Student achievement was higher in classrooms of teachers who had more contact with their coaches and in classrooms of teachers with greater confidence in the effectiveness of education. Teachers who relied on school administrators reported less involvement with their coaches and these teachers obtained lower student achievement. There was no interaction between efficacy and coaching, possibly because there was virtually no peer observation. Cette recherche porte sur les relations entre le rendement scolaire (connaissance et aptitude cognitive), l'efficacité des enseignants (Gibson et Dembo, 1984) et les interactions avec des aidants (mesures d'auto-évaluation) dans un échantillon de 18 enseignants d'histoire dans 36 classes de 7e et 8e année où était implantée une innovation avec l'intervention de six aidants. Le rendement scolaire a été supérieur dans les classes des enseignants qui avaient plus de contacts avec leurs aidants et dans celles des enseignants ayant une plus grande confiance dans l'efficacité de l'éducation. Les enseignants qui comptaient sur les administrateurs scolaires ont fait état de contacts moins nombreux avec leurs aidants et ont obtenu un rendement scolaire inférieur. Il n'y avait aucune interaction entre l'efficacité et l'encadrement des aidants, peut-être parce qu'il n'y avait presque aucune observation mutuelle.

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mentioning

confidence: 99%

Teacher Efficacy and the Effects of Coaching on Student Achievement

Ross¹

1992

Canadian Journal of Education / Revue canadienne de l'éducation

506

319

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“…Studying these agents' role may not only address the scepticism and tensions attached to this role, but it might also provide useful insights about how effective and successful these agents can be in their contributions to change in schools (Tajik, 2004). Current efforts for teacher development, school improvement, and educational change commonly employ both external and local change agents; however, not much is known about the knowledge and expertise these agents need to function effectively (Ali, 2000;Alpert et al, 1979; …”

Section: Resultsmentioning

confidence: 99%

External change agents in developed and developing countries

Tajik

2008

Improving Schools

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During the last four decades, educational researchers and practitioners have intensively engaged in bringing about positive changes in schools. Therefore, the kinds of changes introduced to schools have become complex in nature and overwhelming in number -from improving teacher professional knowledge base and teaching repertoires to developing innovative curricula to changing the organizational structures and cultures in schools. The skills required by schools and teachers to implement these changes have also become more complex. Consequently, a large number of external agents -variously referred to as consultants, linking agents, education officers, or supervisors -have mobilized themselves for building schools' capacity and knowledge utilization at the local level. This article intends to analyse the existing stock of knowledge and understanding about external agents' roles and practices in school change, focusing on the significance, limitations, diversity and magnitude, and the challenges and tensions attached to this role in both developed and developing nations. The comparative analysis of the external change agents' roles and practices in the developed and developing country contexts provides useful insights into how context influences the change agents' roles and practices in school change.

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“…It can be argued that coaches could be motivated more by student teachers or teachers with high efficacy who think that development in teaching is profitable. In other words, the coaches, like the consultants of curriculum searched by Alpert et al (1979), can be more sensitive to the needs of "well patients" --teachers least needing help.…”

Section: Discussionmentioning

confidence: 99%

“…It can be maintained that coaches can be motivated more by teachers with high efficacy who feel that improvement in teaching is profitable. The coaches, like the consultants of curriculum searched by Alpert, Weiner, and Ludwig (1979), could be more sensitive to the demands of "well patients"-teachers least needing help. For example, two different research studies Poole, Okeafor, & Sloan, 1989) tried to find out the relationship among teacher efficacy, teacher practice, and teacher cooperation, in which where there was "natural" coaching.…”

Section: Reflective Practice and Its Effects On Development Of Teachementioning

confidence: 99%

Reflective coaching: Training for development of instructional skills and sense of efficacy of pre-service EFL teachers

Göker¹

2021

Dil Ve Dilbilimi Çalışmaları Dergisi

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The goal of this study was to inquire the impact of the reflective coaching (RC) on development of pre-service EFL (English as a Foreign Language) teachers' sense of efficacy and instructional skills. The reflective coaching program utilized in this study was developed and adapted by the researcher in 2016 mainly based on the theoretical views and principles of reflection, self-analysis of strengths and weaknesses and the writing of personal statements, and reflective teaching. The research approach used for this study was both quantitative and qualitative and this study is a single case study based on pre/post-test design. To achieve this goal, eight volunteer male and female (one male and seven female) undergraduate students, aged from 21 to 22, attending B.A. program in ELT, Faculty of Education, Çanakkale Onsekiz Mart University, Turkey participated in the study. For the pre/post-test design of this study, one case study group was formed. The study was conducted between February 11, 2019 and May 17, 2019. During the implementation of the RC program, the researcher also employed an overview of the instructional skills, which represented teaching behaviors desired. Results showed significant differences in favor of the implementation of RC program on development of pre-service EFL (English as a Foreign Language) teachers' sense of efficacy and instructional skills. The findings are expected to have implications for how reflective coaching can be a means to improve instructional skills and sense of efficacy and recommendations for EFL teachers and curriculum designers will also be made.

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Evaluation of outcome in school consultation

Cited by 9 publications

References 5 publications

Teacher Efficacy and the Effects of Coaching on Student Achievement

Teacher Efficacy and the Effects of Coaching on Student Achievement

External change agents in developed and developing countries

Reflective coaching: Training for development of instructional skills and sense of efficacy of pre-service EFL teachers

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