Literaturnachweis - Detailanzeige
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 |
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 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 |