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The Nature of Elementary Science Teachers' Experiences with Synchronous Online, Asynchronous Online and Face-to-Face Coaching

Gilbert, Amanda Marie
http://orcid.org/0000-0002-0442-5909
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1460997318

Abstract Details

2016, Doctor of Philosophy, University of Toledo, Curriculum and Instruction.
This study investigated the nature of instructional coaching interactions in three formats: online synchronous, online asynchronous, and face-to-face. Knight’s (2007) Seven Partnership Principles of Instructional Coaching were used as a framework to analyze and compare the coaching interactions between coach and teacher to determine whether online coaching may be a viable option to provide support for the teachers unprepared to teach the new science standards. Some previous research has suggested that online communication can result in deeper personal interactions (Walther, 1996), while other studies suggest that interactions are the more natural and easier in formats that are more similar to face-to-face interactions (Kock, 2005). The findings of this study support the media naturalness theory (Kock, 2005) and suggest that collaboration may be especially difficult in asynchronous online communication. Although differences were noted in the actual interactions, teacher perception remained fairly consistently positive across the three formats. Research beyond this exploratory study is needed to make findings generalizable.
Charlene Czerniak, PhD (Advisor)
Rebecca Schneider, PhD (Committee Member)
Joan Kaderavek, PhD (Committee Member)
Judy Lambert, PhD (Committee Member)
150 p.
Education; Educational Technology; Elementary Education; Science Education; Teacher Education; Teaching
Elementary Science; Instructional Coaching; Science Teacher Professional Development; Online Coaching; Online Science Coaching; Elementary Science Teachers; Science Teachers; Inquiry Science

Recommended Citations

Citations

  • Gilbert, A. M. (2016). The Nature of Elementary Science Teachers' Experiences with Synchronous Online, Asynchronous Online and Face-to-Face Coaching [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1460997318

    APA Style (7th edition)

  • Gilbert, Amanda. The Nature of Elementary Science Teachers' Experiences with Synchronous Online, Asynchronous Online and Face-to-Face Coaching. 2016. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1460997318.

    MLA Style (8th edition)

  • Gilbert, Amanda. "The Nature of Elementary Science Teachers' Experiences with Synchronous Online, Asynchronous Online and Face-to-Face Coaching." Doctoral dissertation, University of Toledo, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1460997318

    Chicago Manual of Style (17th edition)

toledo1460997318
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© 2016, all rights reserved.
This open access ETD is published by University of Toledo and OhioLINK.