Peer Coaching and Action Research as Professional Development Metadata

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  • Main Title Peer Coaching and Action Research as Professional Development


  • Author: Moss, Glenda
    Creator Type: Personal
    Creator Info: University of North Texas Dallas; Pacific University
  • Author: Sloan, Lindsay
    Creator Type: Personal
    Creator Info: Appleseed Writing Project
  • Author: Sandor, Jane
    Creator Type: Personal
    Creator Info: St. John the Baptist Catholic School


  • Name: Indiana University-Purdue University Fort Wayne
    Place of Publication: [Fort Wayne, Indiana]


  • Creation: 2009


  • English


  • Content Description: This paper discusses a project to improve professional development techniques that will improve how K-12 educators teach writing skills.
  • Physical Description: 16 p.


  • Keyword: teaching
  • Keyword: peer coaching
  • Keyword: education
  • Keyword: professional development


  • Journal: ScholarlyPartnershipsEdu, 2009, Fort Wayne: Indiana University-Purdue University Fort Wayne


  • Publication Title: ScholarlyPartnershipsEdu
  • Volume: 4
  • Issue: 2
  • Page Start: 68
  • Page End: 81


  • Name: UNT Scholarly Works
    Code: UNTSW


  • Name: UNT Dallas
    Code: UNTD


  • Rights Access: public

Resource Type

  • Article


  • Text


  • Archival Resource Key: ark:/67531/metadc109723


  • Academic Department: Teacher Education and Administration


  • Display Note: Abstract: The Indiana University-Purdue Fort Wayne School of Education site-director of the Appleseed Writing Project (AWP) designed this project to explore the dialogue between writers' workshop, peer coaching, and narrative methods as a reflective process for professional development within a National Writing Project site (NWP). In the introduction to this special issue, the coeditors explained the 1974 foundation of the National Writing Project by Jim Gray (2000). In keeping with the NWP mission to improve writing and learning in K-12 schools and to provide a professional development model that connects learning and classroom teaching (Lieberman & Wood, 2003), the AWP has promoted writers' workshop and peer coaching as philosophical changes. Writing workshop requires a philosophical shift from the traditional spelling, grammar, and mechanics drills leading up to mastery of the five-paragraph theme, which Moss (2002) believes under-prepares children for college. Peer coaching requires a shift in perspective of professional development by external experts to collegial engagement in learning communities. The purpose of this peer coaching action research was to professionally develop classroom teachers who were in a philosophical change professionally developing Lindsay as an AWP teacher-consultant (TC) so that she could coach classroom teachers in the processes of teaching them how to peer coach.