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Examining the Effects of Expert Peer Coaching as a Professional Development Model and Training Tool for Special Education Teachers

Brennan, Kaitlyn (2017) Examining the Effects of Expert Peer Coaching as a Professional Development Model and Training Tool for Special Education Teachers. Doctoral Dissertation, University of Pittsburgh.

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Abstract

Federal legislation requirements from NCLB and IDEA have required teachers to provide both academic and behavioral programming to their students that is grounded in scientific research.Teachers may have a limited repertoire in such instructional and management skills and require staff development and training to meet such a standard, especially teachers working with students identified as having challenging behaviors in an alternative education setting. This study sought to examine the effects of expert peer coaching on teacher behavior who work with students involved in the juvenile justice system. A multiple baseline design across behaviors was used to assess the impact of the intervention. Each teacher’s data denoted a functional relationship between the intervention and teacher behavior. Teachers rated the intervention as an effective use of their time and would be likely to continue to use this intervention in the future outside of the study if it was presented as an opportunity in their place of employment.


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Details

Item Type: University of Pittsburgh ETD
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Brennan, Kaitlynkmb236@pitt.edukmb236
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairKostewicz, Douglasdekost@pitt.edudekost
Committee MemberLyon, Stevensrlyon@pitt.edusrlyon
Committee MemberRobertson, Rachelrachelr@pitt.edurachelr
Committee MemberBiagini, MaryKaybiagini@pitt.edubiagini
Date: 29 September 2017
Date Type: Publication
Defense Date: 2 June 2017
Approval Date: 29 September 2017
Submission Date: 17 August 2017
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 96
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: PhD - Doctor of Philosophy
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: expert, peer, peer coaching, coaching, special education, teacher, opportunity to respond, praise, behavior specific praise, academic choice
Date Deposited: 29 Sep 2017 13:41
Last Modified: 29 Sep 2017 13:41
URI: http://d-scholarship.pitt.edu/id/eprint/32672

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