Using Peer Coaching to Enhance Preschool Teachers' Development and Refinement of Classroom Activities

This study examined teachers' development and refinement of classroom activities. An ABA design was used to compare three experimental conditions. Four teachers planned and conducted their activities independently during an initial phase, as well as evaluated the impact of their efforts with a structured checklist. Conversely, these tasks were completed with a partner during a coaching phase, as teachers observed one another's classroom activities and collaborated in the process of appraising their activities and planning new teaching episodes. Finally, these exercises were again conducted independently during a final maintenance phase. A wide range of outcomes were examined, including each teacher's procedural changes or refinements, corresponding measures of children's participation, teachers' appraisals of their activities and satisfaction with the peer coaching procedure. Four primary results are reported. First, all four teachers made procedural refinements in this study, and three individuals' changes occurred during the peer coaching phase. Second, all teachers' activity alterations corresponded with changes in children's participation. Third, the four teachers varied in their activity appraisals as well as the number and quality of suggestions generated for procedural change. Finally, all four teachers reported that collaboration provided important benefits, but also expressed concerns with one or more aspects of the coaching process. These results are discussed with regard to their implications for facilitating teachers' roles in developing and sustaining effective classroom changes.     

A Conceptual Model to Understand the Impetus to Engage in and the Expected Organizational Outcomes of Green Initiatives

The purpose of this paper is to articulate a conceptual model of how and why sport organizations engage in environmentally-friendly business practices. In drawing from multiple theoretical frameworks (i.e., institutional theory, upper echelon theory, identity theory), we argue that functional, political, and social pressures are likely to positively influence an organization to adopt green management techniques. These relationships are thought to be moderated by the top management team's disposition toward environmentalism. Possible outcomes of these changed business practices include cost savings, increased competitive advantage, goodwill perceptions among consumers, and increased fan identification.