Can You Skype Me Now? Developing Teachers' Classroom Management Practices through Virtual Coaching
Marcia L. Rock, Naomi Schoenfeld, Naomi Zigmond, Robert A. Gable, Madeleine Gregg, Donna M. Ploessl, Ashley Salter
Beyond Behavior Volume 22, Number 3, ISSN 1074-2956
In this article, situated within the context of a larger ongoing study on the efficacy of Web-based virtual coaching, these authors describe a virtual coaching model for maximizing pre- and in-service teachers' effective use of evidence-based classroom management practices. They also provide a brief summary of previous results obtained through observational analysis of planned and impromptu, real-time, online support sessions, and present new survey data. The latter of these begins to shed light on which classroom management practices were retained as well as what challenges teachers faced. Finally, they share future implications for teacher training or job-embedded professional development using virtual coaching technologies.
Rock, M.L., Schoenfeld, N., Zigmond, N., Gable, R.A., Gregg, M., Ploessl, D.M. & Salter, A. (2013). Can You Skype Me Now? Developing Teachers' Classroom Management Practices through Virtual Coaching. Beyond Behavior, 22(3), 15-23.
Cited ByView References & Citations Map
Gregory MacKinnon, Acadia University, Canada; Terry-Ann Marsh-Roberts, Antigua State College, Antigua And Barbuda; Yvonne Jones, T.A. Marryshow Community College, Grenada; Delise Williams, Clarence Fitzroy Bryant College, Saint Kitts And Nevis; Ann Hamilton-Dopwell, St. Vincent & the Grenadines Community College, Saint Vincent And The Grenadines; Colin King, Acadia University, Canada
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Effects of Professional Development and Videoconferencing on the Increase of Opportunities to Respond and the On-Task Behavior of Students with Emotional Behavior Disorders
Millicent Carmouche, Jelisa Thompson & LaTiegra Carter
Journal of Information Technology Education: Research Vol. 17, No. 1 (Jan 08, 2018) pp. 127–157
Partnering Principal and Teacher Candidates: Exploring a Virtual Coaching Model in Teacher Education
Joy Stapleton, Winthrop University, United States; Christina Tschida & Kristen Cuthrell, East Carolina University, United States
Journal of Technology and Teacher Education Vol. 25, No. 4 (October 2017) pp. 495–519
The Effects of Virtual Coaching on Teacher Candidates’ Perceptions and Concerns Regarding On-Demand Corrective Feedback
Donna Wake, Debbie Dailey, Alicia Cotabish & Tammy Benson, University of Central Arkansas, United States
Journal of Technology and Teacher Education Vol. 25, No. 3 (July 2017) pp. 327–357
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