The Effects of Reciprocal Peer Coaching on Preservice General Educators' Instruction of Students with Special Learning Needs

Abstract

Most students with special learning needs spend a good proportian of their time in school in general education classrooms. There is ample reason to suspect, however, that many general educators are not prepared adequately to meet their extensive instructional needs. This evidence becomes even more compelling when one considers the initial preparation of beginning teachers. In this study, we attempted to improve the instructional performance of three dyads ofpreservice teachers who were tutoring students with special learning needs through the use of reciprocal peer coaching procedures. Following systematic training as peer coaches, preservice general educators increased the frequency with which they engaged in relevant coaching interactions and improved the accuracy with which they implemented an innovative instructional strategy (i.e., Peabody Peer Assisted Learning Strategy) (PALS). More importantly, all three tutees demonstrated noticeable improvements in their daily reading comprehension as a function of increases in the accuracy with which tutors' used PALS procedures. Study results are examined in light of the contributions they make to the peer coaching and teacher preparation literatures.

Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

“…A peer-feedback model, unlike a one-time classroom observation, is all-encompassing—providing feedback about everything from learning objectives to assessment strategies—rather than just evaluating the in-class performance. In this model, instructors regularly observe one another, providing support, feedback, and assistance in order to improve one another's instructional practices ( Mallette et al. , 1999 ; Weimer, 2002 ; Huston and Weaver, 2008 ).…”

A Continuum of Pedagogies for Preparing Teachers to Use High-Leverage Practices

“…Single subject, quasi-experimental, and group design studies within P-12 general and special educators have demonstrated peer and BIE coaching’s efficacy in improving candidates’ practice (Johnson, Finlon, Kobak, & Izard, 2017; McKinney & Vasquez, 2014; Ploessl & Rock, 2014; Scheeler, McKinnon, & Stout, 2011), reflection (Lu, 2010), and, in some cases, student achievement (Mallette, Maheady, & Harper, 1999). Rock and her colleagues (2014) add a longitudinal study providing evidence that BIE coaching led to improvements in teachers’ practice that were still visible 2 years following this coaching.…”

Student teachers’ and in-service teachers’ peer learning: a realist synthesis

“…For instance, training teachers on team learning prior to PTL was perceived to benefit collaboration activities (Main, 2012;Shriki & Movshovitz-Hadar, 2011). Furthermore, training student teachers in coaching activities was demonstrated to enhance the success of implementation of literacy teaching skills (Mallette, Maheady, & Harper, 1999).…”