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

Authors

Robert L. Morgan, Utah State University
R. Menlove
Charles L. Salzberg, Utah State UniversityFollow
P. Hudson

Document Type

Article

Journal/Book Title/Conference

Journal of Special Education

Volume

28

Publication Date

1994

First Page

59

Last Page

76

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.

Comments

Originally published by SAGE Publications.

Publisher’s PDF available to USU students and faculty through remote link.

Recommended Citation

Morgan, R. L., Menlove, R., Salzberg, C. L., & Hudson, P. (1994). Effects of peer coaching on the acquisition of direct instruction skills with low-performing preservice teachers. Journal of Special Education, 28, 59 – 76.