The effectiveness of a peer coaching intervention on co-teachers’ use of high leverage practices

Abstract

Co-teaching is a prevalent model to address student needs in an inclusive classroom, therefore it is critical that both the general and special education teacher are implementing high leverage and evidence-based practices. The present study used peer coaching in an elementary co-taught classroom to evaluate the effectiveness of teachers’ use of high leverage practices to engage and provide feedback to students. Results showed that peer coaching was effective in increasing the use of these practices during intervention, however maintenance did not approximate the performance in the intervention condition. Future implications regarding the impact of these practices on at-risk student engagement in collaborative settings are discussed.

Keywords:

• Co-teaching
• engagement
• feedback
• high leverage practice
• peer coaching

Additional information

Notes on contributors

Kera B. Ackerman

Kera B. Ackerman is an assistant professor of special education at the University of Kentucky. Her research interests include pre- and in-service teacher training and the use of high leverage and evidence-based practices in inclusive classrooms.

Todd Whitney

Todd Whitney is an assistant professor of special education at the University of Louisville. His research areas of interest include evidence-based academic and behavioral interventions for students with disabilities and the effective use of evidence-based instructional practices to increase student engagement.

Mark D. Samudre

Mark D. Samudre is an assistant professor of special education at the University of South Carolina. His research interests include enhancing teacher effectiveness in behavior management.