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The effects of an online coaching model on secondary co-teaching teams in algebra
Title
The effects of an online coaching model on secondary co-teaching teams in algebra.
Creator
Holbrook, Jennifer, Dieker, Lisa, Marino, Matthew, Hines, Rebecca, Murawski, Wendy, University of Central Florida
Abstract / Description
Students with disabilities are included into general education classrooms to receive instruction with increasing frequency. To facilitate this inclusion, co-teaching is frequently used as a service delivery model (Friend, 2016; Murawski (&) Bernhardt, 2016). Co-teaching is a service delivery model where a general and special education teacher work in a collaborative environment to instruct students with and without disabilities (Friend, 2007, 2016). In using this approach, teachers are not...
Show moreStudents with disabilities are included into general education classrooms to receive instruction with increasing frequency. To facilitate this inclusion, co-teaching is frequently used as a service delivery model (Friend, 2016; Murawski (&) Bernhardt, 2016). Co-teaching is a service delivery model where a general and special education teacher work in a collaborative environment to instruct students with and without disabilities (Friend, 2007, 2016). In using this approach, teachers are not always provided with the professional development (PD) necessary to effectively facilitate the co-teaching partnership. In this study, the researcher conducted a quasi-experimental study to examine the effects of a 10-minute online coaching PD intervention on student achievement, co-teachers' use of different models of co-teaching, and opportunities to respond in secondary math classes. The researcher observed 30 minutes of instruction in co-taught and solo-taught classes at the beginning and the end of the intervention. The results indicated a change from pre- to post-observation of students being more engaged, student talk increasing, and teachers using multiple models of co-teaching. Additionally, the researcher collected student growth scores for both solo and co-taught classes. The results of the analysis indicated students' scores improved significantly in the co-taught compared to the solo-taught classes after the coaching intervention. The researcher discusses the findings, implications, and best practices for use with secondary co-teaching teams.
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Date Issued
2017
Identifier
CFE0006745, ucf:51869
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006745
A CONFIRMATORY FACTOR ANALYSIS OFTEACHING PRESENCE WITHIN THE FLORIDA ONLINE READING PROFESSIONAL DEVELOPMENT PROGRAM
Title
A CONFIRMATORY FACTOR ANALYSIS OFTEACHING PRESENCE WITHIN THE FLORIDA ONLINE READING PROFESSIONAL DEVELOPMENT PROGRAM.
Creator
Stevison, Melinda, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description
The Community of Inquiry model provides a framework for recognizing and evaluating interpersonal behaviors in online educational settings. One of its three components, teaching presence (TP), describes those behaviors that are under the auspices of the online instructor. By examining these interactions and behaviors through the theoretical lens provided by teaching presence, and by measuring them with the Teaching Presence Scale (TPS), it may be possible to gain greater understanding of the...
Show moreThe Community of Inquiry model provides a framework for recognizing and evaluating interpersonal behaviors in online educational settings. One of its three components, teaching presence (TP), describes those behaviors that are under the auspices of the online instructor. By examining these interactions and behaviors through the theoretical lens provided by teaching presence, and by measuring them with the Teaching Presence Scale (TPS), it may be possible to gain greater understanding of the practices employed most effectively by online instructors. This dissertation describes the background, theoretical and empirical foundations, methods, and results of a study on TP. The purpose of the study was threefold: to validate the use of the TPS in an online professional development setting outside of the higher education context in which it was designed and tested; to confirm the factor composition of TP among facilitators in an online professional development course; and to determine the extent and direction of the relationship between teaching presence and student satisfaction. The participants in this study (n = 718) were in-service educators enrolled at the Florida Online Reading Professional Development program. They responded to an instrument that included the 28 original TPS questions, plus 17 student satisfaction and 11 demographic items. Confirmatory factor analysis and Pearson's correlation were used to answer the three research questions and corresponding hypotheses. The research questions were answered in the affirmative, and the null hypotheses rejected. There was support for the use of the TPS in an online professional development setting (all 28 TPS items loaded as hypothesized on the three TP factors); support for a three-factor model of TP using 17 of the 28 TPS items (X2 [116, N = 718] = 115.56, p = .49, CFI = .999; NNFI = .999; SRMR = .02; and RMSEA = .03); and evidence of a strong relationship between components of TP and student satisfaction (statistically significant correlations [p < .001] between TP and student satisfaction, r2 values ranging from .25 to .57). A discussion of the results, implications for practice, implications for further research, and limitations of the study were presented following the data analysis.
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Date Issued
2009
Identifier
CFE0002941, ucf:47985
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002941
THE EFFECT OF SOCIAL PRESENCE ON TEACHER TECHNOLOGY ACCEPTANCE, CONTINUANCE INTENTION, AND PERFORMANCE IN AN ONLINE TEACHER PROFESSIONAL DEVELOPMENT COURSE
Title
THE EFFECT OF SOCIAL PRESENCE ON TEACHER TECHNOLOGY ACCEPTANCE, CONTINUANCE INTENTION, AND PERFORMANCE IN AN ONLINE TEACHER PROFESSIONAL DEVELOPMENT COURSE.
Creator
Smith, Jo, Sivo, Stephen, University of Central Florida
Abstract / Description
The purpose of this study was to determine if the Technology Acceptance Model (TAM) could explain the relationship between teacher's acceptance of an online teacher professional development course and their continuance intentions regarding online teacher professional development (oTPD). This study focused on the perceptions of the teachers as opposed to the design or implementation of oTPD. The participants (N=517) were mostly teachers (88.8%) enrolled in a statewide online course to...
Show moreThe purpose of this study was to determine if the Technology Acceptance Model (TAM) could explain the relationship between teacher's acceptance of an online teacher professional development course and their continuance intentions regarding online teacher professional development (oTPD). This study focused on the perceptions of the teachers as opposed to the design or implementation of oTPD. The participants (N=517) were mostly teachers (88.8%) enrolled in a statewide online course to provide classroom teachers with the latest knowledge of research-based instructional reading strategies. The course was offered over a 10-14 week period during the Spring 2006 semester through a public state university. Structural equation modeling was used to create a path analytic model extending the TAM to include two additional constructs: sociability and social presence. In addition, gains in instructional reading strategies knowledge (performance) were examined. Using this expanded version of the TAM, the study examined the causal relationships between sociability, social presence, perceived usefulness, perceived ease of use, continuance intention, and gains. Online distance education research has indicated that social presence can influence post-secondary students' attitude and persistence within a web-based course. However a paucity of research exists on how technology acceptance and social presence impacts teachers within an online teacher professional development setting. Path analysis, univariate analysis of variance, and independent t-tests in SPSS v12.0 for Windows were used to analyze the data. The results suggest that the hypothesized extended model was a good fit. The model did indicate that both perceived ease of use and perceived usefulness were determinants of teachers' intent to continue using oTPD for future professional development needs.
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Date Issued
2006
Identifier
CFE0001455, ucf:47064
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001455