The relationship between inservice intensity and skill transfer

The purpose of this study was to test for differences among three levels of inservice intensity in the transfer of active participation into the teacher\u27s instructional repertoire. The three levels of inservice intensity were: Level (1) Theory/presentation, demonstration, practice with feedback; Level (2) Theory/presentation, demonstration, practice with feedback, and peer coaching; Level (3) Theory/presentation, demonstration, practice with feedback, peer coaching, and trainer coaching. The research design employed in this study was quasi-experimental in nature using three treatment groups and repeated measures of the teaching behavior. Twenty-four secondary teachers of three matched groups participated in the study. The researcher conducted the inservice training and provided the trainer coaching. Data for the study were gathered from videotapes of classroom lessons. Each pretest and posttest videotape was rated for the presence or absence of the salient characteristics of active participation. A two-factor design with repeated measures on the second factor was used in this study. The two factors were: (1) levels of inservice intensity and (2) active participation measured on the pretest and posttest videotaped scores. Analysis of variance was used to determine differences between and within the interaction effects between the tests and the levels of inservice intensity. The results showed the overall main effect for tests was significant but the overall main effect for groups was not significant. There was a significant interaction between the groups and tests. Tests of simple effects indicated a significant difference between the pretest and posttest scores for Level 3 inservice intensity, consisting of training, peer coaching, and trainer coaching. No significant differences were found for the other two levels of inservice intensity. The accumulating knowledge about coaching can be used by school districts to develop policies and procedures for inservice training that promotes skill transfer. Further research could explore who can coach most effectively and how much support and technical feedback are necessary to ensure skill transfer