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Paul Thurston Eger, Kim Ann 2015-09-25T19:54:26Z 2015-09-25T19:54:26Z 10000-01-01 2006 2006 This research reinforces that teacher quality, attrition rates, and professional growth are interdependent with activities such as mentoring, collaboration, professional dialogue, and reflective thinking. Professional growth needs to provide meaningful opportunities for teachers to achieve higher skill levels and become autonomous, self-modifying practitioners. Made available in DSpace on 2015-09-25T19:54:26Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3223584.pdf: 3486640 bytes, checksum: 05d2c1b27b52a784474201e989c7ad7e (MD5) Previous issue date: 2006 Embargo set by: Seth Robbins for item 81182 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 175 p. Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2006. http://hdl.handle.net/2142/79900 (MiAaPQ)AAI3223584 eng Education, Teacher Training Teachers' Perception of the Impact of Cognitive Coaching on Their Teacher Thinking and Behaviors text Education Education University of Illinois at Urbana-Champaign Dissertation Ed.D.