Document Type

Conference Proceeding

Publication Date



During the Spring 2020 semester, a group of students (preservice teachers) in the elementary education program at a university in south Texas were required to deliver part of a lesson focusing on one particular high leverage practice, eliciting student thinking in a TeachLivE lab setting. The authors used the Instructional Coaching Model (Knight, 2007) to prepare students for the session and provide feedback immediately after the session. The participants were rated in several aspects of their ability to apply the high-leverage practice (HLP) and were asked to reflect on the process immediately after the TeachLivE session. Quantitative data was analyzed to assess change in the use of the HLP. Qualitative data, in turn, was examined in terms of how participants felt about their performance and what improvements they would like to make in the future.


© 2020 Association for the Advancement of Computing in Education (AACE). Original published version available at

Publication Title

Society for Information Technology & Teacher Education International Conference



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