Support for the Improvement of Practices through Intensive Coaching (SIPIC): A model of coaching for improving reading instruction and reading achievement

被引：53
|
作者：
Sailors, Misty [1 ]
Price, Larry [2 ]
机构：
[1] Univ Texas San Antonio, San Antonio, TX 78249 USA
[2] Texas State Univ, San Marcos, TX USA
来源：
TEACHING AND TEACHER EDUCATION | 2015年 / 45卷
关键词：
Teacher education; Professional development; Coaching; Demonstration; Reflection; PROFESSIONAL-DEVELOPMENT; LITERACY-INSTRUCTION; TEACHERS; KNOWLEDGE; SCHOOL; IMPLEMENTATION; INTERVENTION; CLASSROOM; FIDELITY; PROGRAMS;
D O I：
10.1016/j.tate.2014.09.008
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
In this study, we examined one model of coaching, Support for the Improvement of Practices through Intensive Coaching (SIPIC), which draws from both direct and responsive models of coaching with classroom teachers. We found the model to be effective in improving the comprehension instruction of teachers and in raising the reading achievement of students, including students who struggle with learning to read. Additionally, we found that the interactions between coaches and teachers were statistical associated with the instructional practices of the teachers, demonstrating empirically that coaches' behaviors do influence the professional practices of teachers. (C) 2014 Elsevier Ltd. All rights reserved.
引用
收藏
页码：115 / 127
页数：13
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