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Linking Authentic Instruction to Students' Achievement Using Peer Coaching

Avery, Patricia G.
Freeman, Carol
Gustafson, Kathy
Hardy, Rayce
Bargainer, George
Jones, Amy
2001-07
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https://hdl.handle.net/11299/138370
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Linking Authentic Instruction to Students' Achievement Using Peer Coaching

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2001-07

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Canter for Applied Research and Educational Improvement

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In January 2001 the Minneapolis Public School District received a grant from the Minnesota Department of Children, Families and Learning to implement a professional development model. The project, entitled Linking Authentic Instruction to Students’ Achievement Using Peer Coaching, was designed to “enhance teachers’ understanding and skills as they relate to authentic instruction and student achievement” (Carmichael- Tanaka, 2000, p. 1). Four full-day professional development seminars were conducted between February 15, 2001 and June 15, 2001. This report looks at the program's impacts on instruction, assessment, and student performance.

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Minneapolis Public Schools 2001 Social Studies Best Practices Grant

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Avery, Patricia G.; Freeman, Carol; Gustafson, Kathy; Hardy, Rayce; Bargainer, George; Jones, Amy. (2001). Linking Authentic Instruction to Students' Achievement Using Peer Coaching. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/138370.

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