A model for increasing reform implementation and teacher efficacy: Teacher peer coaching in grades 3 and 6 mathematics

Canadian Journal of Education

Volumn 31, Issue 2, 2008, Pages 346-370

  Bruce, Catherine D ^a   Ross, John A ^b  

^a TRENT UNIVERSITY   (Canada)

^b UNIVERSITY OF TORONTO   (Canada)

Author keywords

Mathematics; Professional development; Teaching strategies

Indexed keywords

EID: 46049083439     PISSN: 03802361     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (32)

1. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
2. Busher, L. A. (1994/ please add month of the meeting). The effects of peer coaching on elementary school teachers. Paper presented at the annual meeting of the Eastern Educational Research Association, Sarasota, FL.
3. Creswell, J. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications.
4. Erickson, G. L., & Brandes, G. M. (1998). Developing and sustaining a community of inquiry among teachers and teacher-educators. Alberta Journal of Educational Research, 44(1), 38-52.
5. Garet, M., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-946.
6. Greene, T. (2004). Literature review for school-based staff developers and coaches. National Staff Development Council (NSDC). Retrieved March 20, 2008, from http://www.nsdc.org/library/schoolbasedlitreview.pdf
7. Guskey, T. (1984). The influence of change in instructional effectiveness upon the affective characteristics of teachers. American Educational Research Journal, 21(2), 245-249.
8. Hill, H. C. (2004). Professional development standards and practices in elementary school mathematics. Elementary School Journal, 104(3), 215-231.
9. Kohler, F.W., Ezell, H.K., Hoel, K., & Strain, P. (1994). Supplemental peer practice in a first-grade math class: Effects on teacher behavior and five low achievers' responding and acquisition of content. Elementary School Journal, 94(4), 389-403.
10. Kohler, F. W., Ezell, H. K., & Paluselli, M. (1999). Promoting changes in teachers' conduct of student pair activities: An examination of reciprocal peer coaching. Journal of Special Education, 33(3), 154-165.
11. Licklider, B. L. (1995). The effects of peer coaching cycles on teacher use of a complex teaching skill and teachers' sense of efficacy. Journal of Personnel Evaluation in Education, 9(1), 55-68.
12. Louis, K. S., & Marks, H. M. (1998). Does professional community affect the classroom? Teachers' work and student experience in restructuring schools. American Journal of Education, 106(4), 532-575.
13. Mark, M. M., Henry, G. T., & Julnes, G. (2000). Evaluation: An integrated framework for understanding, guiding, and improving public and nonprofit policies and programs. San Francisco, CA: Jossey-Bass.
14. Mascall, B. (2003). Leaders helping teachers helping students: The role of transformational leaders in building teacher efficacy to improve student achievement. Unpublished doctoral dissertation, University of Toronto.
15. McLymont, E. F., & da Costa, J. L. (1998, April). Cognitive coaching the vehicle for professional development and teacher collaboration. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
16. Midgley, C., Feldlaufer, H., & Eccles, J. (1989). Change in teacher efficacy and student self- and task-related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81(2), 247-258.
17. Miles, M., & Hubberman, A. (1994). Qualitative data analysis: An expanded source book (2nd ed.). Beverly Hills, CA: Sage Publications.
18. Muijs, D., & Reynolds, D. (2001, April). Being or doing: The role of teacher behaviors and beliefs in school and teacher effectiveness in mathematics, a SEM analysis. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
19. National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
20. National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: Author.
21. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
22. Perkins, S. J. (1998). On becoming a peer coach: Practices, identities, and beliefs of inexperienced coaches. Journal of Curriculum and Supervision, 13(3), 235-254.
23. Ross, J. A. (1998). The antecedents and consequences of teacher efficacy. In J. Brophy (Ed.), Advances in research on teaching: Vol. 7. Expectations in the classroom (pp. 49-74). Greenwich, CT: JAI Press.
24. Ross, J. A., & Bruce, C. D. (2007). Teacher self-assessment: A mechanism for facilitating professional growth. Teaching and Teacher Education, 23(2), 146-159.
25. Ross, J. A., Bruce, C., & Hogaboam-Gray, A. (2006). The impact of a professional development program on student achievement in grade 6 mathematics. Journal of Mathematics Teacher Education, 9(6), 551-577.
26. Ross, J. A., Hogaboam-Gray, A., McDougall, D., & Bruce, C. (2002). The contribution of technology to the implementation of mathematics education reform: Case studies of grade 1-3 teaching. Journal of Educational Computing Research, 26(1), 87-104.
27. Ross, J. A., & McDougall, D. (2003). The development of education quality performance standards in grade 9 and 10 mathematics teaching. Peterborough, ON: OISE/UT Trent Valley Centre.
28. Ross, J. A., McDougall, D., & Hogaboam-Gray, A. (2000). Elementary school reform and higher order reasoning in mathematics. Peterborough, ON: OISE/UT Trent Valley Centre.
29. Ross, J. A., & Regan, E. M. (1993). Sharing professional experience: Its impact on professional development. Teaching and Teacher Education, 9(1), 91-106.
30. Schunk, D. H. (1981). Modeling and attributional effects on children's achievement: A self-efficacy analysis. Journal of Educational Psychology, 73(1), 93-105.
31. Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
32. Woolfolk Hoy, A. (2000, April). Changes in teacher efficacy during the early years of teaching. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA.