Effects of Peer Coaching on the Acquisition of Direct Instruction Skills by Low-Performing Preservice Teachers

Abstract

We examined the effects of peer coaching, a method of supervising preservice teacher trainees who were learning to deliver direct instruction procedures to small groups of elementary-age students with mild disabilities. Coaches helped five low-performing trainees acquire effective teaching behaviors by (a) evaluating videotapes of their teaching performance, (b) meeting individually with trainees to review videotapes, (c) helping trainees evaluate their own performance, (d) providing feedback on effective and ineffective behaviors, (e) setting objectives for improved performance, and (f) periodically grading performance. The effects of peer coaching were examined in a multiple baseline design across trainees. Results indicated that peer coaching increased the effective teaching behaviors of five trainees.

Get full access to this article

View all access options for this article.

References

Applegate, J. H. , & Lasley, T. J. (1982). Cooperating teachers' problems with preservice field experience students. Journal of Teacher Education, 33(2), 15-18.

Baer, D. M. , Wolf, M. M. , & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91–97.

Barlow, D. H. , & Hersen, M. (1984). Single case experimental designs: Strategies for studying behavior change (2nd ed.). New York: Pergamon Press.

Becker, W. C. , & Carnine, D. (1981). Direct instruction: A behavior theory model for comprehensive educational intervention with the disadvantaged. In S. W. Bijou & R. Ruiz (Eds.) , Behavior modification: Contributions to education (pp. 145–210). Hillsdale, NJ: Erlbaum.

Buck, G. , Morsink, C. , Griffin, C. , Hines, T. , & Lenk, L. (1992). Preservice training: The role of field-based experiences in the preparation of effective educators. Teacher Education and Special Education, 15, 108–124.

Engelmann, S. , & Bruner, E. C. (1983). Reading mastery II: Distar reading. Chicago: Science Research Associates.

Englert, C. S. , & Sugai, G. (1983). Teacher training: Improving trainee performance through peer observation and observation system technology. Teacher Education and Special Education, 6, 7–17.

The Holmes Group. (1986). Tomorrow's teachers: A report of The Holmes Group. East Lansing, MI: Author.

Joyce, B. R. , & Showers, B. (1980). Improving inservice training: The messages of research. Educational Leadership, 37, 379–385.

10.

Marchand-Martella, N. , Lignugaris/Kraft, B. , & Pettigrew, T. (in press). Direct instruction observation system. Direct Instruction News.

11.

Morgan, R. L. , Gustafson, K. J. , Hudson, P. J. , & Salzberg, C. L. (1992). Peer coaching in a preservice special education program. Teacher Education and Special Education, 15, 249–258.

12.

Peck, C. A. , Killen, C. C. , & Baumgart, D. (1989). Increasing implementation of special education instruction in mainstream preschools: Direct and generalized effects of nondirective consultation. Journal of Applied Behavior Analysis, 22, 197–210.

13.

Peterson, S. K. , & Hudson, P. J. (1989). Coaching: A strategy to enhance preservice teacher behaviors. Teacher Education and Special Education, 12, 55–60.

14.

Peterson-Miller, S. , Harris, C. , & Watanabe, A. (1991). Professional coaching: A method for increasing effective and decreasing ineffective teacher behaviors. Teacher Education and Special Education, 14, 183–191.

15.

Rule, S. (1972). A comparison of three different types of feedback on teacher's performance. In G. Semb (Ed.) , Behavior analysis and education (pp. 278–290). Lawrence: University of Kansas.

16.

Rutherford, R. B. (1973). The effects of a model videotape and feedback videotapes on the teaching styles of teachers in training. Journal of Experimental Education, 42, 64–69.

17.

Simon-Brynildson, K. D. , & Vreeland, M. (1991). Effects of audiotape self-monitoring on DI teacher presentation techniques. Direct instruction News, 10(3), 3-10.

18.

Warger, C. L. , & Aldinger, L. E. (1984). Improving student teacher supervision: The preservice consultation model. Teacher Education and Special Education, 7, 155–163.

19.

Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203–214.