Faculty Mentor(s)
Adviser Dr. Stan Tuttle
Reader Dr. Ruth Reynolds
Project Type
EdD Colloquium - ONU
Scholarship Domain(s)
Scholarship of Teaching and Learning
Abstract
The current study addressed the use of instructional coaches to support the use of cooperative learning in a suburban high school district. Cooperative learning is a research-based instructional strategy that has a long history of increasing student achievement. In this district, most teachers had been trained in the basic use of cooperative learning and all teachers received support from an instructional coach. The researcher administered a demographic questionnaire, a cooperative learning survey, and an instructional coaching survey to all teachers in the district. The data were analyzed based on the responses of 38 participants. The results from the current study indicated that instructional coaches’ strong adherence to the coaching model. In addition, correlations were found between various measures of cooperative learning, and the instructional coaching partnership principles of equality, choice, dialogue, praxis, and reciprocity.
Permission Type
This work is licensed under a Creative Commons Attribution 4.0 License.
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Educational Methods Commons, Secondary Education Commons, Secondary Education and Teaching Commons
Understanding The Use Of Instructional Coaching To Support Cooperative Learning In The Secondary Classroom
Wisner Auditorium
The current study addressed the use of instructional coaches to support the use of cooperative learning in a suburban high school district. Cooperative learning is a research-based instructional strategy that has a long history of increasing student achievement. In this district, most teachers had been trained in the basic use of cooperative learning and all teachers received support from an instructional coach. The researcher administered a demographic questionnaire, a cooperative learning survey, and an instructional coaching survey to all teachers in the district. The data were analyzed based on the responses of 38 participants. The results from the current study indicated that instructional coaches’ strong adherence to the coaching model. In addition, correlations were found between various measures of cooperative learning, and the instructional coaching partnership principles of equality, choice, dialogue, praxis, and reciprocity.