Implementing a School-Based Mentor-Coach Initiative in Antigua & Barbuda: A Case Study

Autor/in	Crump, Cynthia
Titel	Implementing a School-Based Mentor-Coach Initiative in Antigua & Barbuda: A Case Study
Quelle	(2011), (234 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-5981-2
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Mentors; Coaching (Performance); Elementary School Teachers; Urban Schools; Grade 4; Grade 5; Grade 3; Qualitative Research; Questionnaires; Interviews; Transcripts (Written Records); Statistical Analysis; School Support; Transfer of Training; Barriers; Collegiality; Teacher Improvement; Self Efficacy; Teacher Competencies; Student Participation; Classroom Environment; Experiential Learning; Learning Strategies; Faculty Development; Teacher Education Programs; Participant Satisfaction; Training Methods; Educational Practices; Foreign Countries; Program Implementation; Antigua and Barbuda + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 03; 3. Schuljahr; Schuljahr 03; Qualitative Forschung; Fragebogen; Interviewing; Interviewtechnik; Statistische Analyse; Schulförderverein; Training; Transfer; Ausbildung; Kollegialität; Self-efficacy; Selbstwirksamkeit; Lehrkunst; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Klassenklima; Unterrichtsklima; Experiental learning; Erfahrungsorientiertes Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Didaktik; Trainingsmaßnahme; Bildungspraxis; Ausland; Antigua und Barbuda
Abstract	The purpose of the case study was to explore the effects of a mentor-coach initiative among second, third, fourth, and fifth grade teachers in an urban junior-secondary school in Antigua and Barbuda. The case study design was appropriate, mainly qualitative, but supported by quantitative data collection methods. Twelve participants shared in two teams, providing data from journal reflections, questionnaire, and interviews, supporting content and descriptive analyses. From the content analysis, several themes including support, transfer of learning, and hindrances emerged, matched by descriptive statistical analysis results. Collegial support in a transformed professional learning community fostered transfer of learning, improving teacher confidence, hope, competence in planning and instruction, increasing student participation, and enhancing class environment. Involvement in the initiative influenced teachers to plan and apply varied experiential learning strategies, incorporating direct and indirect instruction, meeting or exceeding expectation (=3.00), and with high percentage (75%) student involvement in every class. The teachers perceived collegial support by mentors positively (3.5) compared to peer coaches (2.3). Participants saw value in the experience, but hindrances influenced the implementation of the mentor-coach initiative negatively, affecting the collaboration in the school community. The results of the research provided background information to start discussion on a government school-based teacher professional development (TPD) policy. Similar research focusing on the peer mentoring-coaching of the principals and teachers in the learning community augurs well for staff development and improved school culture. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10