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The Effects of Peer Coaching on Teachers' Collaborative Interactions and Student Achievement

Description

This study examined the AMSP Mentored Implementation Program (MIP). An intervention group of six teachers receiving peer coaching through the MIP and their 202 corresponding students was compared with a control group of 5 teachers and their 105 students who did not participate in the MIP. Analysis of peer feedback discourse revealed the conferences focused primarily on questions related to clarifications of observations and feedback concerning the mathematical content and strategies implemented during the classroom observation. Teachers reported that the discussion and information shared had a positive effect on their teaching and that they would participate in future MIP peer collaborations. Peer coaching had no significant effect on students' performance.