This research is a qualitative case study involving eight participants' ÃÂÃÂseven
teachers and one instructional coach at an elementary school. The student population of
this school was a Title I eligible elementary campus with students of mixed ethnicity.
The purpose of the study was to document teachers' perceptions and understanding of
the implementation process and those factors they perceived that inhibited and facilitated
the implementation by an instructional coach of the Cognitive CoachingSM process.
The method of inquiry was an instrumental case study at a single site that
included a minimum of three one-on-one interviews with each of the eight participants.
These interviews triangulated with historical data and observations provide the
information to tell the story of the implementation process and extend the reader's
understanding of the implementation process. The themes revealed in the research
included: (1) lack of understanding and clarity of the Cognitive CoachingSM process,
(2) influence of the campus leadership, (3) teacher'ÃÂs willingness or resistance to change
educational practice, (4) relational trust, (5) influence on instructional change, and
(6) increased student achievement. This research study offers implications for both practice and theory. There are
specific implications for administrators, instructional coaches, principals, and teachers as
they implement the Cognitive CoachingSM process. There is a need for clear, welldefined
expectations for implementation at both the campus and district level. In
addition, personnel responsible for the implementation process at the campus and district
level must be trained in the Cognitive CoachingSM process. Teachers must be aware of
the process and terminology pertinent to the implementation process. The Cognitive
CoachingSM process provides the opportunity for teachers to restructure their educational
practice as they to engage in professional dialogue and reflection with instructional
coaches, principals, and peers. Further studies on the connection between relational trust
and the implementation process, would provide educators and researchers a fuller
understanding of the factors that support the process of implementing innovative reform
models in schools.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/5939 |
| Date | 17 September 2007 |
| Creators | Reed, Linda A. |
| Contributors | Burlbaw, Lynn, Collier, Virginia |
| Publisher | Texas A&M University |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | Book, Thesis, Electronic Record of Study, text |
| Format | 608747 bytes, electronic, application/pdf, born digital |
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