[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596460-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-596460-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","a-model-for-increasing-reform-implementation-and-teacher-efficacy-teacher-peer-coaching-in-grades-3-and-6-mathematics","A Model for Increasing Reform Implementation and Teacher Efficacy - Teacher Peer Coaching in Grades 3 and 6 Mathematics","","A model for increasing reform implementation and teacher efficacy examines how teacher peer coaching affects mathematics instruction and beliefs about capacity to influence student learning. Twelve grade 3 and grade 6 teachers participated in a brief but intensive six-month professional development program. The program emphasized effective mathematics teaching strategies and peer coaching opportunities. Evidence came from classroom observations, teacher self-assessments, interviews, and field notes. Qualitative coding with two levels and multiple interpreters showed teachers implemented key strategies, especially facilitating student interaction and improving task quality.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/a-model-for-increasing-reform-implementation-and-teacher-efficacy-teacher-peer-coaching-in-grades-3-and-6-mathematics/596460/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/a-model-for-increasing-reform-implementation-and-teacher-efficacy-teacher-peer-coaching-in-grades-3-and-6-mathematics/596460.png","ImageObject",300,407,{"name":42,"@type":43},"Alexandar","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the study examining regarding peer coaching in mathematics?","Question",{"text":63,"@type":64},"The study examined effects of peer coaching on mathematics teaching practices and teachers’ beliefs about their capacity to impact student learning.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the professional development program structured and how long did it last?",{"text":68,"@type":64},"Twelve teachers participated in an intensive professional development program over six months, focused on effective mathematics teaching strategies and peer coaching opportunities.",{"name":70,"@type":61,"acceptedAnswer":71},"What data sources and analysis approach were used?",{"text":72,"@type":64},"Data came from classroom observations, teacher self-assessments, interviews, and field notes, analyzed using a two-level qualitative coding strategy with multiple interpreters.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596460,1792455973,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","A MODEL FOR INCREASING REFORM IMPLEMENTATION AND TEACHER EFFICACY:  \nTEACHER PEER COACHING IN GRADES 3 AND  \n6 MATHEMATICS  \nCatherine D. Bruce  \nTrent University  \nJohn A. Ross University of Toronto  \nThis study examined the effects of peer coaching on mathematics teaching practicesand teacher beliefs about their capacity to have an impact on student learning. Twelve teachers in grades 3 and 6 participated in a brief but intensive professional development program over six months. The program focused on effective math‐ ematics teaching strategies and peer coaching opportunities. Data sources included classroom observations, teacher self‐assessments, interviews, and field notes. Data were analysed using a two‐level qualitative coding strategy with multiple inter‐ preters. Findings showed that teachers implemented key strategies for effective mathematics teaching, especially in facilitating student interaction and improving the quality of tasks assigned.  \nKey words: mathematics, teaching strategies, professional development  \nCette étude a trait aux effets de l’enseignement mutuel en mathématiques sur les méthodes pédagogiques des enseignants et leurs croyances quant à leur capacité d’avoir un impact sur l’apprentissage de leurs élèves. Douze enseignants en 3e et 6e années ont participé à un programme de perfectionnement intensif sur une périodede six mois. Le programme était axé principalement sur des stratégies efficaces pour l’enseignement des mathématiques et les possibilités d’enseignement mutuel. Les sources des données étaient multiples : observation de la classe, auto‐évaluation del’enseignant, entrevues et notes prises sur le terrain. Les données ont été analysées à  \nCANADIAN JOURNAL OF EDUCATION 31, 2 (2008): 346‐370  \nA MODEL FOR INCREASING REFORM IMPLEMENTATION AND TEACHER EFFICACY 347  \nl’aide d’une stratégie de codage qualitatif à deux niveaux avec de multiples interprètes. Les résultats indiquent que les enseignants ont mis en œuvre des stratégies clés pour enseigner efficacement les mathématiques, notamment en facilitant les interactions entre les élèves et en améliorant la qualité des tâches assignées.  \nMots clés : mathématiques, stratégies pédagogiques, perfectionnement professionnel.  \nTeacher peer coaching is an intensive professional development (PD) activity in which teachers provide one another with feedback about their teaching. This study measured the effects of peer coaching and related mathematics in‐service with 12 teachers in grades 3 and 6. We focused on shifts in instructional practice and teachers’ beliefs about their instructional capacity to teach mathematics.  \nTHEORETICAL FRAMEWORK Teacher Efficacy  \nOur conception of teacher change is grounded in social cognition theory (Bandura, 1997) . Teacher efficacy is a type of self‐efficacy. Self‐efficacy is the belief “in one’s capabilities to organize and execute the courses of action required to produce given attainments”(Bandura, 1997, p. 2). Self‐efficacy affects behavior by impacting goals, outcome expectations, affective states, and perceptions of socio‐structural impediments and opportun‐ ities (Bandura, 1997). Individuals who feel that they will be successful on a given task are more likely to be so because they adopt challenging goals, try harder to achieve them, persist despite setbacks, and develop coping mechanisms for managing their emotional states.  \nIn this framework, teacher willingness to experiment with instructional ideas, particularly techniques that are difficult to imple‐ ment, depends on teacher expectations about their ability to influence student learning. Those teachers who believe they have the ability to affect student learning and achievement positively are more willing to implement challenging strategies to achieve their goals with students. Teachers’ absolute level of classroom success has less influence than their interpretations of experiences on subsequent action because teacher confidence in executing difficult t","cbCaisquYnWMqz8U","https://ap.wps.com/l/cbCaisquYnWMqz8U","pdf",301846,25,"English","# Teacher peer coaching and study purpose\n## Theoretical framework: teacher efficacy\n## Study design, data sources, and analysis\n## Findings and key instructional strategies","[{\"question\":\"What was the study examining regarding peer coaching in mathematics?\",\"answer\":\"The study examined effects of peer coaching on mathematics teaching practices and teachers’ beliefs about their capacity to impact student learning.\"},{\"question\":\"How was the professional development program structured and how long did it last?\",\"answer\":\"Twelve teachers participated in an intensive professional development program over six months, focused on effective mathematics teaching strategies and peer coaching opportunities.\"},{\"question\":\"What data sources and analysis approach were used?\",\"answer\":\"Data came from classroom observations, teacher self-assessments, interviews, and field notes, analyzed using a two-level qualitative coding strategy with multiple interpreters.\"}]","A Model for Increasing Reform Implementation and Teacher Efficacy - Teacher Peer Coaching in Grades 3 and 6 Mathematics | PDF",1792083120,63]