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020 ▼a 9780438126084
035 ▼a (MiAaPQ)AAI10903002
035 ▼a (MiAaPQ)umichrackham:001148
040 ▼a MiAaPQ ▼c MiAaPQ ▼d 248032
0491 ▼f DP
0820 ▼a 371
1001 ▼a McQueen, Kiel Michael.
24510 ▼a Promoting Instructional Improvement: Promising Evidence of Coaching That Benefits Teachers' Practice.
260 ▼a [S.l.] : ▼b University of Michigan., ▼c 2018
260 1 ▼a Ann Arbor : ▼b ProQuest Dissertations & Theses, ▼c 2018
300 ▼a 194 p.
500 ▼a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
500 ▼a Adviser: Matthew Stephen Ronfeldt.
5021 ▼a Thesis (Ph.D.)--University of Michigan, 2018.
520 ▼a Existing experimental literature provides evidence that coaching paired with additional supports facilitates teachers' instructional improvement, but we cannot discern whether the coaching or other supports (e.g., professional development worksh
520 ▼a This experimental, mixed methods study designed a professional development intervention employing two features of coaching -- teachers choosing the content of coaching and focusing coaching on a single instructional practice -- within a teacher
520 ▼a Results suggest the intervention demonstrates promise for improving teachers' instruction. While not statistically significant, results indicate intervention teachers scored, on average, between 24 to 36 percent of a standard deviation better th
520 ▼a These findings have implications for the practice of teacher coaching. Evidence of the intervention's promise suggest pre-service and in-service teacher preparation programs might consider developing a coaching model where teachers choose certai
590 ▼a School code: 0127.
650 4 ▼a Instructional design.
690 ▼a 0447
71020 ▼a University of Michigan. ▼b Educational Studies.
7730 ▼t Dissertation Abstracts International ▼g 79-12A(E).
773 ▼t Dissertation Abstract International
790 ▼a 0127
791 ▼a Ph.D.
792 ▼a 2018
793 ▼a English
85640 ▼u http://www.riss.kr/pdu/ddodLink.do?id=T15000510 ▼n KERIS
980 ▼a 201812 ▼f 2019
990 ▼a 관리자 ▼b 관리자