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A Collective Case Study to Examine Teachers' Perceptions of Peer Coaching for Technology Integration and its Influences on Teachers' Knowledge and Effectiveness

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dc.contributor.author Colburn, Sjerrie Waynette
dc.date.accessioned 2019-06-18T11:23:17Z
dc.date.available 2019-06-18T11:23:17Z
dc.identifier.uri http://hdl.handle.net/20.500.12262/7
dc.description.abstract The purpose of this collective case study was to examine teachers’ perceptions of peer coaching for technology integration and its influences on teachers’ knowledge and effectiveness. Although there are numerous types of mixed-method designs, the researcher selected the Sequential Explanatory Design due to its use of qualitative research to explain and interpret quantitative findings. For this collective case study, the researcher used purposive sampling to identify 10 teacher participants from a selected middle school in a southwest urban school district. A collective case study approach using three distinctive cross-sectional research surveys to provide 360° feedback were used for data collection. The findings from this collective case study suggested that peer coaching for technology integration provides great promises toward influencing teachers’ efficacy and student achievement.
dc.title A Collective Case Study to Examine Teachers' Perceptions of Peer Coaching for Technology Integration and its Influences on Teachers' Knowledge and Effectiveness
dc.date.updated 2019-06-18T11:23:17Z
dc.language.rfc3066 en


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