A 2007 report on an online peer-assisted learning community asserts, citing no studies, that peer coaching has proved a highly effective form of teacher professional development in the UK, US and other countries since the 1980s¶

Claim · All claims
Evidence · 1 study · design r1 · q1
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Peer coaching, in which teachers observe, share ideas, and solve classroom teaching problems cooperatively with peers of similar status, is asserted, without cited studies, to be a highly effective model of school-based teacher professional development. → Gaofeng & Yeyu 2007

Evidence¶

Gaofeng & Yeyu 2007¶

Gaofeng, R., & Yeyu, L. (2007). An online peer assisted learning community model and its application in ZJNU. ERIC ED500172 (Online Submission). https://eric.ed.gov/?id=ED500172

q1 · an assertion in the article's review, with no underlying studies reported · i? · the article prints no effect size for this finding · design · r1

The article's review asserts that peer coaching "has been proved as a highly effective way of teachers professional development" in the UK, US and other countries since the 1980s. No underlying studies or effect sizes are reported in the article.

"It has been proved as a highly effective way of teachers professional development in UK, US and many other countries since 1980s."

Discussion¶

The source is a report on an online learning community at Zhejiang Normal University whose review section makes this assertion in passing; it names no studies and reports no data, so citing this page does not show that peer coaching is effective.

Related Claims¶

• One adult educator's first-person reflection reports that facilitated class discussions left her feeling empowered as an individual contributor — related
• Video-based self-observation of teaching was among the most powerful parts of the coaching process for teachers — a narrower finding that bears on this claim
• Collaborative Learning Improves Outcomes — related
• Online professional development offers potential advantages of reduced travel costs, increased convenience, and community building among participants — related
• Ongoing professional development and mentorship are critical to coaches' growth and confidence in their coaching skills — related
• Participating in scoring performance assessments builds teacher capacity in several ways — related
• A descriptive report defines peer assisted learning and asserts, without a tested result, that it promotes knowledge construction, collaboration ability and interpersonal interaction — related
• A descriptive report of a blended online peer-assisted learning community in a Zhejiang Normal University distance-education course asserts, without reported data, that it promoted interpersonal interaction and informal learning — related