Date of Award
Summer 6-2-2020
Document Type
Education 590 Project
Degree Name
Master of Education
Department
Education
Department Chair or Program Director
Epps, Beverly
First Advisor
Vernimb, Peter
Major or Concentration
Education
Abstract
Educators in the American school system have been under pressure to increase academic achievement among all students especially within the past decade. Government initiatives and high-stakes testing have ushered in a new era of accountability. Many attempts at school reform have been made with little success. Current research has found that the variable with the greatest impact on student achievement is the quality of the instructor. Attempts at improving teacher effectiveness have included merit pay, professional development, utilizing a scripted curriculum, and coaching. Studies have shown that professional development embedded within the classroom is most beneficial in terms of improving instruction and increasing student achievement. Continuing the professional development after the initial delivery can prove to be difficult. Both Professional Learning Communities and peer coaching are techniques used to support instructors in implementing new concepts. However, Cognitive Coachingsm on a one-on-one basis has greatly influenced change in teacher behaviors, increasing teacher efficacy, and elevating student achievement scores.
Recommended Citation
Parker, Stacy, "EFFECTS OF COGNITIVE COACHING ON TEACHER EFFICACY" (2020). Student Research Submissions. 367.
https://scholar.umw.edu/student_research/367