Award Date


Degree Type


Degree Name

Doctor of Education (EdD)


Special Education

First Committee Member

Susan P. Miller

Number of Pages



The purpose of this study was to investigate the implementation of a peer coaching program among Traditional and Non-Traditional student teachers and to compare their subsequent teaching behaviors and attitude toward peer coaching. The variables investigated through direct class observation were effective and ineffective teaching behaviors using the criteria of the Florida Performance Measurement System (FPMS). Attitude toward peer coaching was investigated using survey methodology; Data analysis indicated the following findings. There was a statistically significant ordinal interaction effect between the group and timing of the assessment in effective teaching behaviors after participation in peer coaching. There was neither a statistically significant interaction effect nor main effects for pre- and post-assessment and for the Traditional group and the Non-Traditional group in ineffective teaching behaviors. There was neither a statistically significant interaction effect nor main effects in their attitude toward peer coaching for the pre- and post-assessment, and for the Traditional group and the Non-Traditional group; Analysis of the open-ended questions on the attitude survey solicited qualitative information involving different categories of responses regarding the advantages, disadvantages, and purposes of peer coaching. Some conclusions were drawn from the responses: (a) The frequency of most responses was low in number; (b) Both groups of student teachers identified more advantages of peer coaching upon completion of the intervention; (c) Disadvantages identified after the project also increased for both groups after the peer coaching process which included: excessive time consumption, undesired time away from home classroom, and logistical concerns; and (d) After the project, the most frequently reported purposes for using peer coaching were improving teaching skills and sharing ideas or strategies with peers. In general, the Traditional and Non-Traditional student-teachers showed similar attitudes toward peer coaching. On completion of the intervention, both groups recognized more advantages and disadvantages of peer coaching. Also, student-teachers identified more purposes for peer coaching. Practical implications for peer coaching and suggestions for further research are discussed in Chapter five.


Coaching; Education; Effects; Peer; Peer Coaching; Preservice; Preservice; Special; Special Education; Students; Student Teachers; Teachers

Controlled Subject

Teachers--Training of; Special education

File Format


File Size

4024.32 KB

Degree Grantor

University of Nevada, Las Vegas




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