Abstract
The main purposes of this study are: a) to investigate how urban middle school teachers’ instructional practices respond to targeted engagement intervention in a online environment; b) to find how specific intervention such as coaching cycles, instructional feedback, and professional development associate with improvement in teachers’ engagement practices; and c) find specific features of teachers’ instructional practices that are responsive to intervention. The premise of the study was that change in an instructional practice may vary in specific aspects and differ by various approaches relevant to the features of the intervention. Therefore, identifying these specifics as well as effective approaches to teacher professional learning are additional goals of this study. This study takes a systematic approach using current research to address intervention in teachers’ engagement practices by aligning professional development, coaching, and instructional feedback with the aim to improve teachers’ practices.
Presenters
Svetlana NikicAcademic Instructional Coach, School Level, Saint Louis Public Schools, Missouri, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Science, Mathematics and Technology Learning
KEYWORDS
Feedback, Coaching, Professional, Development, Virtual learning, Action Research
