Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
THE EFFECTS OF COACHING, A FOLLOW-UP COMPONENT OF INSERVICE TRAINING, ON TRANSFER OF TRAINING TO TEACHER COMPETENCY, TEACHER PERFORMANCE, AND STUDENT OUTCOMES
Abstract
This study examined the effects of coaching on teacher competencies, teacher performance, and student outcomes. Fourteen elementary teachers and 29 gifted students constituted the sample. The teachers were matched and assigned to groups based on initial skill competencies. The students were randomly selected from the teachers' class lists. Facilitators (former exemplary teachers) trained all teachers in the sample in Challenge Reading Program skills designed to establish rapport; use interpretive, factual, and evaluative questions; use follow-up questions; and assess student maturity level. Facilitators coached teachers in the experimental group, but did not coach teachers in the control group. A two-factor mixed design using an analysis of variance with repeated measures on one factor analyzed the pretest/posttest teacher and student data. Teacher competencies were measured by the Interpretive Discussion Questionnaire. Teacher performance was observed, quantified, and qualified using a Verbatim Script tape. Student outcomes were measured with five subtests from the Woodcock-Johnson Psycho-Educational Battery, Part One: Test of Cognitive Ability, which formed the Oral Language and Broad Reasoning clusters. The results showed statistically significant interaction and within group effects on the Interpretive Discussion Questionnaire. Coaching positively affected teachers' knowledge of Challenge Reading Program competencies. Coaching had no statistically significant effect on teacher performance. Coached teachers' scores, however, increased; uncoached teachers' scores decreased. Statistically significant within group effects on the Oral Language and Broad Reasoning clusters indicated all students improved. No significant interaction or between group effects were observed. Coaching may have influenced the students' verbal reasoning; however, other variables also contributed to the positive student results. School districts can use the accumulating knowledge about coaching to develop policies and procedures for inservice training that promotes transfer of training. Further research could (1) explore the effects of coaching by facilitators, administrators, and peers, and (2) determine how much support, technical feedback, and assistance with application are necessary for transfer of training for teachers and students.
Subject Area
School administration
Recommended Citation
STREUFERT, EUNICE HELEN CORDES, "THE EFFECTS OF COACHING, A FOLLOW-UP COMPONENT OF INSERVICE TRAINING, ON TRANSFER OF TRAINING TO TEACHER COMPETENCY, TEACHER PERFORMANCE, AND STUDENT OUTCOMES" (1984). ETD collection for University of Nebraska-Lincoln. AAI8423831.
https://digitalcommons.unl.edu/dissertations/AAI8423831