A Case Study of Online Peer Coaching of Consultant Communication Skill Development

Autor/in	Wizda, Lorraine L.
Titel	A Case Study of Online Peer Coaching of Consultant Communication Skill Development
Quelle	(2010), (163 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Maryland, College Park
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1244-8735-9
Schlagwörter	Hochschulschrift; Dissertation; Feedback (Response); Communication Skills; Skill Development; Case Studies; Coaching (Performance); Peer Teaching; Consultants; Instructional Improvement; Transcripts (Written Records); Electronic Mail; Discourse Analysis; Internet; Computer Mediated Communication; Teacher Education; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kommunikationsstil; Kompetenzentwicklung; Qualifikationsentwicklung; Case study; Fallstudie; Case Study; Peer group teaching; Peer Group Teaching; Consultant; Berater; Unterrichtsqualität; Elektronischer Briefkasten; Diskursanalyse; Computerkonferenz; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of the this study was to explore how peer coaches support the development of collaborative communication skills in an online format for consultants in training (CITs). The program examined was Instructional Consultation which pairs a consultant with a teacher to work collaboratively to resolve the teacher's concern regarding a student. The focus is on improving instruction and modifying environmental variables. The study was approached using case study methodology. Research questions were: (a) how do online peer coaches support the development of collaborative communication skills in CITs and (b) what skills were selected most frequently by the CITs as focus skills? Transcripts of the email exchanges between the coaches and CITs which include self-reflection by the CIT and structured feedback from the coach are the data used. Results show that the coaches use targeted feedback, examples, practical suggestions, Visual images, and modeling collaborative language to support the development of CIT skills. Not all of the CITs consistently identified a focus skill (a skill they request feedback on from the coach). Collaborative communication skills were selected more frequently in the early stages of the process while more content related concerns were selected toward the end of the process. The findings provide a better understanding of how collaborative communication skills are supported in an online format and provide direction for future research. [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