Low-inference transcripts in peer coaching: a promising tool for school improvement
International Journal of Mentoring and Coaching in Education
ISSN: 2046-6854
Article publication date: 25 February 2014
Abstract
Purpose
The purpose of this paper is to examine highly detailed “low-inference” transcripts (LITs) of peer coaching conversations, drawn from two public US high schools located in New York City, to explore the kinds of interactions that led peers to be more reflective about their instructional practice.
Design/methodology/approach
Using the constant-comparative method of analysis, highly detailed LITs of peer coaching conversations were analyzed to identify instances where peers had what the researchers identified as an “Aha!” moment, where the peer's prior belief or opinion about their instruction and/or planning shifted. Subsequent re-coding identified specific strategies that caused the shift.
Findings
Three kinds of interactions were identified as leading to an “Aha!,” all of which involved a thoughtful and strategic use of the LITs during the coaching conversation. Conversely, findings suggested that passive use of the transcripts was less successful.
Research limitations/implications
Future research should explore the nature and staying power of the shifts in peer thinking, and the extent to which these shifts lead to instructional changes and improved student performance.
Practical implications
–LITs are a promising tool for instructional coaching. The evidence suggests when in the hands of a skilled coach the transcripts can shift teachers’ thinking in ways that are likely to improve instructional practice and thus student outcomes.
Originality/value
This study highlights the value of pairing strategic and thoughtful peer coaching with highly detailed LITs, and identifies specific kinds of interactions that lead to shifts in thinking about instruction.
Keywords
Acknowledgements
The authors would like to acknowledge the support of their colleagues in the SAM program, particularly Isora Bailey, Susie Greenebaum and Felicia Hirata, as well as Carl Watson, Michelle Brochu and Sandy Yark. Early drafts of the manuscript benefitted from feedback provided by participants in the CUNY Faculty Fellowship Publication Program, and the members of the Researchers & Writers Group at CUNY Lehman College. This research was supported by a grant from the CUNY Lehman College George N. Shuster Fellowship Fund. Finally, the authors are grateful to IJCME's anonymous reviewers and Editor Andrew J. Hobson for their thoughtful comments on earlier versions of this manuscript.
Citation
L. Rivera-McCutchen, R. and Scharff Panero, N. (2014), "Low-inference transcripts in peer coaching: a promising tool for school improvement", International Journal of Mentoring and Coaching in Education, Vol. 3 No. 1, pp. 86-101. https://doi.org/10.1108/IJMCE-05-2013-0032
Publisher
:Emerald Group Publishing Limited
Copyright © 2014, Emerald Group Publishing Limited