A Look inside Mathematics Coaching: Roles, Content, and Dynamics

Autor/inn/en	Mudzimiri, Rejoice; Burroughs, Elizabeth A.; Luebeck, Jennifer; Sutton, John; Yopp, David
Titel	A Look inside Mathematics Coaching: Roles, Content, and Dynamics
Quelle	In: Education Policy Analysis Archives, 22 (2014) 53, (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Coaching (Performance); Mathematics Education; Faculty Development; Mathematics Teachers; Instructional Improvement; Elementary School Mathematics; Elementary School Teachers; Classroom Observation Techniques; Experienced Teachers; Mentors; Teacher Role; Teacher Responsibility; Educational Practices; Class Activities; Models; Training Methods; Profiles; Program Content; Educational Strategies; Group Dynamics; Interaction; Evaluation Criteria; Protocol Analysis + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Unterrichtsqualität; Elementare Mathematik; Schulmathematik; Elementary school; Grundschule; Volksschule; Lehrerrolle; Lehrverpflichtung; Bildungspraxis; Analogiemodell; Didaktik; Trainingsmaßnahme; Charakterisierung; Profilanalyse; Programmgestaltung; Lehrstrategie; Gruppendynamik; Interaktion
Abstract	Mathematics classroom coaching is used across the United States as a means for improving instruction, with the ultimate goal of improving student learning. The job assignments of coaches can vary widely across schools and districts. Regardless of the various forms that coaching can take, there is the consistent expectation that a coach's day-to-day work will positively influence classroom instruction. The study reported here attempts to gain a more complete picture of the job of an elementary mathematics coach based on the observation of seven coaches in five different districts for a day. We report the variety of ways we observed elementary mathematics coaches interact with teachers, and what roles and responsibilities they take on. Our analysis of these data led us to create a template for conducting observations of mathematics classroom coaching, which could be used by researchers seeking to conduct studies about coaching or by administrators seeking to document the day-to-day work of coaches. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01