Mediated peer coaching for training preservice teachers

Journal of Special Education

Volumn 31, Issue 2, 1997, Pages 251-271

  Hasbrouck, Jan E ^a  

^a TEXAS A AND M UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0031286564     PISSN: 00224669     EISSN: None     Source Type: Journal    
DOI: 10.1177/002246699703100206     Document Type: Article

References (45)

1. Baker, J. M., & Zigmond, N. (1995). The meaning and practice of inclusion for students with learning disabilities: Themes and implications from the five cases. The Journal of Special Education, 29, 163-180.
2. Cohen, J. (1965). Some statistical issues in psychology research. In B. B. Wolman (Ed.), Handbook of clinical psychology (pp. 95-121). New York: McGraw-Hill.
3. Englert, C. S., & Sugai, G. (1983). Teacher training: Improving trainee performance through peer observation and observation system technology. Teacher Education and Special Education, 6, 7-17.
4. Fimian, M. J. (1986). Social support and occupational stress in special education. Exceptional Children, 52, 426-442.
5. Fleiss, J. L. (1981). Statistical methods for rates and proportions (2nd ed.). New York: Wiley.
6. Fuchs, D., & Fuchs, L. (1994). Inclusive schools movement and the radicalization of special education reform. Exceptional Children, 60, 294-309.
7. Gersten, R., Morvant, M., & Brengelman, S. (1995). Close to the classroom is close to the bone: Coaching as a means to translate research into classroom practice. Exceptional Children, 62, 52-66.
8. Hasbrouck, J. E. (1994). The scale for coaching instructional effectiveness (SCIE). College Station: Texas A&M University, D.A.R.C.Y./Department of Educational Psychology.
9. Hedges, L. V., & Olkin, I. (1985). Statistical methods for meta-analysis. Orlando, FL: Academic Press.
10. Hudson, P., Miller, S., Salzberg, C., & Morgan, R. (1994). The role of peer coaching in teacher education programs. Teacher Education and Special Education, 17 224-235.
11. Hunter, M., & Russell, D. (1989). Mastering coaching and supervision. El Segundo, CA: TIP.
12. Idol, L. (1993). Special educator's consultation handbook. Austin, TX: PRO-ED.
13. Joyce, B., & Showers, B. (1980). Improving inservice training: The messages of research. Educational Leadership, 37, 379-385.
14. Joyce, B., & Showers, B. (1982). The coaching of teaching. Educational Leadership, 40, 4-10.
15. Katsiyannis, A., Conderman, G., & Franks, D. J. (1995). State practices on inclusion: A national review. Remedial and Special Education, 16, 279-287.
16. Lignugaris/Kraft, B., & Marchand-Martella, N. (1993). Evaluation of preservice teachers' interactive teaching skills in a direct instruction practicum using student teachers as supervisors. Teacher Education and Special Education, 16, 309-318.
17. Little, J. W. (1990). The mentor phenomenon and the social organization of teaching. In C. B. Cazden (Ed.), Review of research in education (Vol. 16, pp. 297-351). Washington, DC: American Educational Research Association.
18. Little, J. W., Galagaran, P., & O'Neal, R. (1984). Professional development roles and relationships: Principles and skills of "advising." San Francisco: Far West Laboratory for Educational Research and Development.
19. Ludlow, B. L., Faieta, J. C., & Wienke, W. D. (1989). Training teachers to supervise their peers: A pilot practicum project. Teacher Education and Special Education, 12, 27-32.
20. Miller, S. P., Harris, C., & Watanabe, A. (1991). Professional coaching: A method for increasing effective and decreasing ineffective teacher behaviors. Teacher Education and Special Education, 14, 183-191.
21. Morgan, R. L., Gustafson, K. J., Hudson, P. J., & Salzberg, C. L. (1992). Peer coaching in a preservice special education program. Teacher Education and Special Education, 15, 249-258.
22. Morgan, R. L., Menlove, R., Salzberg, C. L., & Hudson, P. (1994). Effects of peer coaching on the acquisition of direct instruction skills by low-performing preservice teachers. The Journal of Special Education, 28, 59-76.
23. Morsink, C. V., Thomas, C. C., & Correa, V. I. (1991). Interactive teaming: Consultation and collaboration in special programs. New York: Macmillan.
24. Northwest Regional Educational Laboratory. (1990). Effective schooling practices: A research synthesis 1990 update. Portland, OR: Author.
25. Peck, C. A., Killen, C. C., & Baumgart, D. (1989). Increasing implementation of special education in mainstream preschools: Direct and generalized effects of nondirective consultation. Journal of Applied Behavior Analysis, 22, 197-210.
26. Peterson, S. K., & Hudson, P. J. (1989). Coaching: A strategy to enhance preservice teacher behaviors. Teacher Education and Special Education, 12, 56-60.
27. Pierce, T., & Miller, S. P. (1994). Using peer coaching in preservice practica. Teacher Education and Special Education, 17, 215-223.
28. Pugach, M. C., & Allen-Meares, P. (1985). Collaboration at the preservice level. Teacher Education and Special Education, 8, 3-11.
29. Robbins, P. (1991). How to plan and implement a peer coaching program. Alexandria, VA: Association for Supervision and Curriculum Development.
30. Robbins, P., & Wolfe, P. (1987). Reflections on a Hunter-based staff development project. Educational Leadership, 44, 56-61.
31. Rolider, A., Pierce, M., Van Houten, R., Molcho, M., & Ylevitch, L. (1985). The effects of a comprehensive feedback component on the preparation of preservice educators. Teacher Education and Special Education, 8, 17-24.
32. Schumm, J. S., & Vaughn, S. (1995). Getting ready for inclusion: Is the stage set? Learning Disabilities Research and Practice, 10, 169-179.
33. Showers, B. (1985). Teachers coaching teachers. Educational Leadership, 42, 43-48.
34. Simpson, R. L., Whelan, R. J., & Zabel, R. H. (1993). Special education personnel preparation in the 21st century: Issues and strategies. Remedial and Special Education, 14, 7-22.
35. Sindelar, P. T. (1995). Full inclusion of students with learning disabilities and its implications for teacher education. The Journal of Special Education, 29, 234-244.
36. Stallings, J., & Krasavage, E. (1986). Effects of instruction based on the Madeline Hunter model on students' achievement: Findings from a Follow-Through Project. Elementary School Journal, 6, 571-588.
37. Sugai, G. M., & Tindal, G. A. (1993). Effective school consultation: An interactive approach. Pacific Grove, CA: Brooks/Cole.
38. Swartz, S. L., Hidalgo, J. F., & Hays, P. A. (1991-1992). Teacher preparation and the Regular Education Initiative. Action in Teacher Education, 13(4), 55-61.
39. Tawney, J. W., & Gast, D. L. (1984). Single-subject research in special education. Columbus, OH: Merrill.
40. Tindal, G. A., & Marston, D. B. (1990). Classroom-based assessment: Evaluating instructional outcomes. Columbus, OH: Merrill.
41. Willerman, M., McNeely, S. L., & Koffman, E. C. (1991). Teachers helping teachers: Peer observation and assistance. New York: Praeger.
42. Wolf, F. M. (1986). Meta-analysis: Quantitative methods for research synthesis. Newbury Park, CA: Sage.
43. Yin, R. K. (1989). Case study research: Design and methods. Newbury Park, CA: Sage.
44. Zigmond, N. (1995). An exploration of the meaning and practice of special education in the context of full inclusion of students with learning disabilities. The Journal of Special Education, 29, 109-116.
45. Zigmond, N., & Baker, J. N. (1995). Concluding comments: Current and future practices in inclusive schooling. The Journal of Special Education, 29, 245-250.