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A case study: The influence of the Pennsylvania High School Coaching Initiative on the change of teachers' instructional practices and student achievement.

机译：案例研究：宾夕法尼亚州高中教练计划对教师教学实践和学生成绩变化的影响。

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摘要

The failure of the United States of America to acknowledge and act on the cumulative nature of learning has caused us to fall behind other nations (Hirsch, 1996). These concerns have led to governmental intervention to improve our nation's school systems. The Pennsylvania High School Coaching Initiative (PAHSCI) was created by the Commonwealth with support from the Annenberg Foundation, Foundations, Inc., Penn Literacy Network, Philadelphia Foundations, and Research for Action, to improve student achievement on the high school level.;The purpose of this qualitative case study was to examine one high school's involvement in the PAHSCI. This study sought to understand the factors that contributed to or challenged the conditions for the PAHSCI to be a positive and sustainable high school reform initiative and to determine the relationship between instructional coaching, teacher change, and student achievement. The high school selected for this study was the one high school in the Pennsylvania High School Coaching Initiative (PAHSCI) that most improved the grade eleven student PSSA scores in mathematics and reading from the years 2005 to 2007. The beliefs and comments of the administrators, instructional coaches, and teachers provided in-depth knowledge to determine "why" this high school was successful, "how" the PAHSCI may have influenced the participants at the high school, and "what" occurred to increase the PSSA scores.;This research study concluded that the Pennsylvania High School Coaching Initiative, utilizing a model of change, was successful in influencing the change of teachers' instructional practices. The results at this one high school indicated that the use of instructional coaching as on-site professional development specialists should continue to be examined and refined. There was significant evidence that the goal of increasing literacy throughout the environment was successful. This study concluded the research gap still exists when attempting to identify the impact or influence of instructional coaches on improving student achievement.
机译：美利坚合众国未能承认学习并没有采取累积性行动，这使我们落后于其他国家（Hirsch，1996）。这些担忧导致政府干预，以改善我国的学校体系。宾夕法尼亚州高中教练计划（PAHSCI）是由英联邦创建的，并得到了安嫩伯格基金会，基金会公司，宾夕法尼亚州扫盲网络，费城基金会和行动研究的支持，以提高高中学生的学习成绩。该定性案例研究的目的是检查一所中学参与PAHSCI的情况。这项研究试图了解促成或挑战PAHSCI成为积极且可持续的高中改革计划的条件的因素，并确定教学指导，教师更换和学生成绩之间的关系。这项研究选择的那所高中是宾夕法尼亚州高中教练计划（PAHSCI）中的一所高中，从2005年到2007年，他们在数学和阅读方面的11年级学生PSSA成绩得到了最大的提高。管理者的信念和评论，教学教练和老师提供了深入的知识，以确定“为什么”这所高中成功，“ PAHSCI如何”影响了该高中的参与者以及“什么”发生以提高PSSA分数。研究得出的结论是，宾夕法尼亚州高中教练计划采用变革模型，成功地影响了教师教学实践的变革。在这一所高中的学习结果表明，应该继续检查和完善使用指导性教练作为现场专业发展专家的方法。有大量证据表明，在整个环境中提高识字率的目标是成功的。这项研究得出的结论是，当试图确定教学教练对提高学生成绩的影响时，研究差距仍然存在。

著录项

  • 作者

    Otto, Thomas B.;

  • 作者单位

    Indiana University of Pennsylvania.;

  • 授予单位 Indiana University of Pennsylvania.;
  • 学科 Education Administration.;Education Teacher Training.;Education Curriculum and Instruction.
  • 学位 D.Ed.
  • 年度 2009
  • 页码 259 p.
  • 总页数 259
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;教师;教育;
  • 关键词

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