Exploring the Discursive Differences of Mathematics Coaches within Online Coaching Cycle Conversations [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019).

Autor/inn/en	Gillespie, Ryan; Amador, Julie; Choppin, Jeffery
Titel	Exploring the Discursive Differences of Mathematics Coaches within Online Coaching Cycle Conversations [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019).
Quelle	(2019), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Coaching (Performance); Mathematics Instruction; Faculty Development; Middle School Teachers; Mathematics Teachers; Interpersonal Relationship; Discourse Analysis; Computer Mediated Communication; Feedback (Response); Rural Areas; Videoconferencing + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Diskursanalyse; Computerkonferenz; Rural area; Ländlicher Raum
Abstract	We present the results of our analysis regarding the discursive tendencies of four mathematics coaches during planning and debriefing conversations within online coaching cycles. Guided by the Content-Focused model of coaching (West & Cameron, 2013), the coaching cycles are a single component of a larger online professional development model for middle school mathematics teachers in rural areas (Choppin, Amador, & Callard, 2015). This paper explores the different ways coaches talk with teachers during coaching conversations. Building on prior studies from literacy coaching (Ippolito, 2010), we found five different discursive moves for how coaches talk with teachers: invitation, suggestion, explanation, description, and evaluation. We use these moves to identify similarities and differences in the discursive tendencies of coaches. The implications of these discursive tendencies are provided. [For the complete proceedings, see ED606556.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01