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Abstract

This article reports case studies of four secondary-level special education teachers who received “coaching” as they implemented an innovative videodisc instructional program dealing with basic fraction concepts and operations. An exploratory, interrupted time series design was used in investigating the effects of regular observations and feedback on the teachers' use of the program. The coach---an experienced special education teacher with expertise in videodisc technology and instructional design---spent some time assisting each teacher with basic issues related to utilization of the technology. However, the majority of her efforts focused on sharing observational data with the teachers on their use of instructional approaches incorporated in the curriculum and found to lead to enhanced achievement in mathematics (Good, Grouws, & Ebmeier, 1983). Results suggest that the coaching led to positive changes in several important teaching techniques and, in some cases, to enhanced use of motivational strategies and classroom management techniques. Growth was noted, as well, in observed rates of student engagement. A semistructured interview assessing the teachers' reactions to and perceptions of the intervention indicated that they found the coaching procedure beneficial. The results also point out that teachers may be more open to receiving feedback on their teaching during the introduction of a new instructional technology, rather than in the context of conventional curricula.

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Coaching Secondary Special Education Teachers in Implementation of an Innovative Videodisc Mathematics Curriculum

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