Bibliography

The following bibliography is a composite of research on Cognitive Coaching^SM. Look for specific insights on topical areas in the future.

Cognitive Coaching^SM Research

Albert, S. (1991). Developing beginning teacher autonomy: Gender differences on observer ratings of cognitive coaching elements. Unpublished paper, Federal Way School District, Federal Way, WA.

Awakuni, G. H. (1995). The impact of cognitive coaching as perceived by the Kalani High School core team. Dissertation Abstracts International, 57 (01-A). (University Microfilms No. AADAA-I9613169).

Calhoun, E. F., (1985, April). Relationship of teachers' conceptual level to the utilization of supervisory services and to a description of the classroom instructional improvement. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago.

Costa, A., & Garmston, R. "Cognitive Coaching: Mediating Growth Toward Holonomy." Chapter 5, pp 52-60 In Strunk, J., Edwards, J., Rogers, S., & Swords, S. (1998). The Pleasant View Experience. Golden, CO: Jefferson County P.S.

Donnelly, L. (1988, Spring). The cognitive coaching model of supervision: A study of its implementation. Unpublished master's thesis, California State University, Sacramento.

Edwards, J. L. (1993). The effect of cognitive coaching on the conceptual development and reflective thinking of first year teachers. Dissertation Abstracts International, 40 (12). (University Microfilms No. 93-20751).

Edwards, J. L., & Green K. E. (1997). The effects of cognitive coaching on teacher efficacy and empowerment. (Research Report No. 1997-1). Evergreen, CO: Author.

Edwards, J.L, & Green, K.E. (April 1999). "Growth and Coaching Skills Over a 3 year Period: Progress Toward Mastery." AERA: Montreal.

Edwards, J.L, & Green, K.E. (April 1999). "Persisters v. Nonpersisters: Characteristics of Teachers Who Stay in a Professional Development Program." AERA: Montreal.

Edwards, J. L., & Green, K. E. (In Press). Growth in teacher efficacy, professionalism, and collaboration through cognitive coaching to implement standards-based education. Golden, CO: Jefferson County Schools.

Edwards, J. L., Green, K. E., & Lyons, C. A. (1996). Factor and rasch analysis of the school culture survey. Paper presented at the Annual Meeting of the American Educational Research Association, New York.

Edwards, J. L., Green, K. E., Lyons, C. A., Rogers, M. S., & Swords, M. (1998). The effects of cognitive coaching and non-verbal classroom management on teacher efficacy and perceptions of school culture. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego.

Edwards, J. L. & Newton, R. R. (1994a). The effect of cognitive coaching on teacher efficacy and empowerment. (Research Report No. 1994-1). Evergreen, CO.

Edwards, J. L. & Newton, R. R. (1994b). The effect of cognitive coaching on teacher efficacy and thinking about teaching. (Research Report No. 1994-2). Evergreen, CO.

Edwards, J. L. & Newton, R. R. (1995, April). The effect of cognitive coaching on teacher efficacy and empowerment. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.

Flores, J. (1991, Spring). Cognitive coaching: Does it help?, Unpublished master's thesis, California State University, Sacramento.

Foster, N. (1989). The impact of cognitive coaching on teachers' thought processes as perceived by cognitively coached teachers in the Plymouth-Canton Community School District. Doctoral dissertation, Michigan State University, Detroit, Michigan. Dissertation Abstracts International, 27. (University Microfilms No. 54381).

Garmston, R. (1990). Is peer coaching changing supervisory relationships?: Some reflections. California Journal of Curriculum and Supervision, 3 (2), 21-27.

Garmston, R., & Hyerle, D. (1988, August). Professor's peer coaching program: Report on a 1987-88 pilot project to develop and test a staff development model for improving instruction at California State University. Sacramento, CA.

Harwell, K., & Hawkins, L. (1994, January). Cognitive coaching: An alternative to the Texas teacher appraisal system. Paper presented at the Annual Meeting of the Southwest Educational Research Association, San Antonio, TX.

Johnson, J. B. (1997). An exploratory study of teachers' efforts to implement cognitive coaching as a form of professional development: Waiting for godot. Dissertation Abstracts International, 58 (04-A). (University Microfilms No. AAD97-29048).

Krpan, M. M. (1997). Cognitive coaching and efficacy, growth, and change for second-, third-, and fourth-year elementary school educators. Dissertation Abstracts International, 35 (04). (University Microfilms No. AAD13-84152).

Liebmann, R. (1993). Perceptions of human resource developers from product and service organizations as to the current and desired states of holonomy of managerial and manual employers. Unpublished doctoral dissertation, Seton Hall University, South Orange, NJ.

Lipton, L. (1993). Transforming information into knowledge: Structured reflection in administrative practice. Paper presented at the American Educational Research Association National Conference, Atlanta, GA.

McDonough, S. (1991, Spring). The supervision of principals: A comparison of existing and desired supervisory practices as perceived by principals trained in cognitive coaching and those without cognitive coaching training. Unpublished master's thesis, California State University, Sacramento.

McLymont, E. F. (1998, April). Cognitive coaching: The vehicle of professional development and teacher collaboration. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego.

Midlock, S. (1990). Peer coaching of high school teachers. Unpublished doctoral dissertation, Northern Illinois University, Decatur.

Naylor, J. (1991). The role and function of department chairpersons in the collegial peer coaching environment. Unpublished doctoral dissertation, University of Illinois, Urbana Champaign.

Perkins, S. J. (1998, Spring). On becoming a peer coach: Practices, indentities, and beliefs of inexperienced coaches. Journal of Curriculum and Supervision, 13 (3), 235-254.

Schuman, S. A. (1991). Indicators of teacher's autonomy: Cognitive coaching rating scale. Federal Way, WA: Federal Way Public Schools.

Smith, M. C. (1997). Self-reflection as a means of increasing teacher efficacy through cognitive coaching. Dissertation Abstracts International, 35 (04). (University Microfilms No. AAD13-84304).

Ushijima, T. (1996a). Five states of mind scale for cognitive coaching: A measurement study. Dissertation Abstracts International, 58 (01-A). (University Microfilms No. AAD97-20306).

Ushijima, T. (1996b). The impact of cognitive coaching as staff development process on student question asking and math problem solving skills. Honolulu, HI.

Yust, J. (August, 1997). Cognitive coaching: A multiple case study. St. Catharines, Ontario: Brock University.

Cognitive Coaching^SM References

Costa, A., & Garmston, R. (1997a). Cognitive coaching: A foundation for renaissance schools, 3rd Ed. Norwood, MA: Christopher-Gordon.

Costa, A., & Garmston, R. (1997b) The process of coaching: Mediating growth toward holonomy. In A. Costa & R. Liebmann (Eds.), The process centered school: Sustaining a renaissance community. Thousand Oaks, CA.: Corwin Press.

Costa, A., & Garmston, R. (1998, October). Five human passions. Think, pp. 14-17.

Costa, A., Garmston, R., & Lambert, L. (1988). Evaluation of teaching: A cognitive development view. In W. J. Popham & S. J. Stanley, (Eds.), Teacher evaluation: Six prescriptions for success, pp. 145-172. Alexandria, VA: Association for Supervision and Curriculum Development.

Costa, A., Garmston, R., & Zimmerman, D. (1988). Helping teachers coach themselves (Videotape script). Alexandria, VA: Association for Supervision and Curriculum Development.

Dyer, J., & Fontaine, O. (1995, Spring). Can a zebra change its spots? Some reflections on cognitive coaching. Education Canada, pp. 19, 28-32.

Ellison, J., & Hayes, C. (2003). Cognitive Coaching^SM: Weaving Threads of Learning and Change into the Culture of an Organization. Norwood, MA: Christopher-Gordon.

Ellison, J., & Hayes, C. (2006). Effective School Leadership: Developing Principals through Cognitive Coaching^SM. Norwood, MA: Christopher-Gordon.

Garmston, R. (1986, November/December). Improve conference results...not performance. Thrust for Educational Leadership, 16 (3), 34.

Garmston, R. (1987a, February). How administrators can support teachers who coach? Special Education Resource Network News, 4, 12.

Garmston, R. (1987b, February). How administrators support peer coaching. Educational Leadership, 44 (5), 18-28.

Garmston, R. (1987c, March). Teachers as coaches: Training for peer coaching success. Special Education Resource Network News, 5, 13.

Garmston, R. (1987d, December). Support peer coaching. School Administrator, 11 (44), 36-37.

Garmston, R. (1988, August). A call for collegial coaching. The Developer, 1, 4-6.

Garmston, R. (1989a, Spring-Summer). Cognitive coaching and professors' instructional thought. Human Intelligence Newsletter, 10 (2), 3-4.

Garmston, R. (1989b, July). Peer coaching and professors' instructional thought. Wingspan, 5 (1), 14-16.

Garmston, R. (1991). Cognitive coaching: Leadership beyond appraisal. Instructional Leader, 4 (1), 1-3, 9.

Garmston, R. (1991, April). The cognitive coaching post conference. Instructional Leader, 4 (2), 10-11.

Garmston, R. (1992). Cognitive coaching: A significant catalyst. In If Minds Matter: A Foreword to the Future, pp. 173-186. Palatine, IL: Skylight.

Garmston, R., Linder, C., & Whitaker J. (1993, October). Reflections on cognitive coaching. Educational Leadership, 51 (2), 57-61.

Garmston, R., & Garmston, S. (1992, Summer). Supporting new teachers. Kansas Association for Supervision and Curriculum Development Record, 10 (1), 9-16.Hayes, C. (1994, November). Promoting professional dialogue through cognitive coaching. The Developer, p. 3.

Hayes, C. (1995, Spring). Public coaching as a tool for organization development. Journal of Staff Development, 16 (2), 44-47.

McDonough, S. (1992, Spring). How principals want to be supervised. Visions, 9 (3), 4-5, 7b.

Mott, M. (1992, April). Cognitive coaching for nurse educators. Journal of Nursing Education, 31 (4), 188-189.

O'Neil, J. (1993, August). Supervision reappraised. Update, 35 (6), 1, 3, 8.

Ray, T. M. (1998, April). Implementing the NCTM's standards through cognitive coaching. Teaching Children Mathematics, pp. 480-483.

Sommers, W. (1991, January). Cognitive coaching sustains teaching strategies. Minnesota Association of Secondary School Principals Newsletter, p. 7.

Sparks, D. (1990, Spring). Cognitive coaching: An interview with Robert Garmston. National Staff Development Council Journal, 11 (2), 12-15.

Stoner, M., & Martin, L. (1993, November 18). Talking about teaching across the disciplines: How cognitive peer coaching makes it happen. Paper presented at the 79th Annual Conference of the Speech Communication Association, Miami, FL.

Weatherford, D., & Weatherford, N. (1991). Professional growth through peer coaching: A handbook for implementation. Unpublished master's thesis. California State University, Sacramento.

Wood, S. W. (1991, March/April). Cognitive coaching: leadership style for 21st century. The Principal News, 19 (4), p. 12.

Zimmerman, D. (1988). Trust-intentions are the message. In Another set of eyes: Conferencing skills (Trainer's Manual). Alexandria, VA: Association for Supervision and Curriculum Development.

Cognitive Coaching^SM: Some Related Literature

Arredondo, D. E., & Rucinski, T. T. (1998, Summer). Using structured interactions in conferences and journals to promote cognitive development among mentors and mentees. Journal of Curriculum and Supervision, 13 (2), 300-327.

Ashton, P., Webb, R., & Doda, C. (1983). A study of teachers' sense of efficacy. Gainesville: University of Florida.

Coladarci, T., & Breton, W.A. (1991, April). Teacher efficacy, supervision, and the special education resource-room teacher. Paper presented at the Annual Meeting of the American Educational Research Association. Chicago.

Costa, A., & Garmson, R. (1977). Teaching as process. In A. Costa & R. Liebmann (Eds.), Supporting the spirit of learning: When process is content. Thousand Oaks, CA: Corwin Press.

Costa, A., & Garmston, R. (Spring, 1998). Maturing outcomes. Encounter: Education for Meaning and Social Justice, 11 (1).

Evans, M., & Hopkins, D. (1998). School climate and the psychological state of the individual teacher as factors affecting the utilization of educational ideas following an in-service course. British Educational Research Journal, 14 (3), 211-230.

Garmston, R. J., Lipton L. E., & Kaiser, K. (1998). The psychology of supervision. In Handbook of research on school supervision, pp. 242-286. New York: Simon & Schuster Macmillan.

Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 36 (4), 569-582.

Gilliam, E. S. (1990). Meta-cognitive processes and learning behavior evidenced by teachers of varying cognitive styles during self-regulated learning. Dissertation Abstracts International, 51. (University Microfilms No. AAD90-30018).

Glenn, R. A. (1993). Teacher attribution: Affect linkages as a function of student academic and behavior failure and teacher efficacy. Dissertation Abstracts International, 54 (12-A). (University Microfilms No. AAD94014958).

Glickman, C. D., & Tamashiro, R. T. (1982, October). A comparison of first-year, fifth-year, and former teachers on efficacy, ego development, and problem-solving. Psychology in the Schools, 19 (4), 558-562.

Hunt, D. E, Butler, L. F., Noy, J. E., & Rosser, M. E. (1978). Assessing conceptual level by the paragraph completion method. Toronto: Ontario Institute for Studies in Education.

Lindsey, D. & MacDonell, L. (2011, February). The inside-out approach. Journal of Staff Development, 32(1), 34-38.

Nisbet, R. I. (1990). The relationship between cognitive developmental level and the concerns of teachers. Dissertation Abstracts International, 51. (University Microfilms No. AAD91-10198).

Oja, S. N. (1979). A cognitive structural approach to adult ego, moral, and conceptual development through in-service education. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.

Pajak, E. (1993). Models of supervision. Norwood, MA: Christopher-Gordon.

Peterson, P. and Clark, C. (1986). Teachers' thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching, 3rd Ed. p. 10. New York: MacMillan.

Poole, M. G., & Okeafor, K. R. (1989, Winter). The effects of teacher efficacy and interactions among educators on curriculum implementation. Journal of Curriculum and Supervision, 4 (2), 146-161.

Saban J. M., Wensch T. P., Costa, A. L., Garmston, R. J., Battaglia A., & Brubaker W. (1998, Spring). Designing the holonomous school building. Journal of School Business Management, 10 (1), 35-39.

Shavelson, R. (1973). The basic teaching skill: Decision-making. pp. 18. Stanford, CA: Stanford University.

Shulman, L. S. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. C. Wittrock (Ed.), Handbook of research on teaching, 3rd Ed. pp. 3-36. New York: MacMillan.

Sparks, G. M., Starko, A., Pasch, M., & Colton, A. (1989). Pedagogical language acquisition and conceptual development taxonomy of teacher reflective thought: interview and question format.

Sprinthall, N., & Sprinthall, L. (1983). The teacher as an adult learner: A cognitive-developmental view. In G. Griffin (Ed.). pp. 13-35. Chicago: University of Chicago Press.

Vincenz, L. (1990). Development of the Vincenz empowerment scale. Dissertation Abstracts International, 90. (University Microfilms No. 31010).
 

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