Classroom Management Coaching for First-Year Urban Teachers: Purpose, Design, and Implementation

Autor/inn/en	Kwok, Andrew; Svajda-Hardy, Megan
Titel	Classroom Management Coaching for First-Year Urban Teachers: Purpose, Design, and Implementation
Quelle	In: Urban Education, 59 (2024) 1, S.386-417 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kwok, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/00420859211058418
Schlagwörter	Classroom Techniques; Coaching (Performance); Beginning Teachers; Urban Schools; Program Development; Program Implementation; Culturally Relevant Education + Suchen Sie Ihr Suchwort? Klassenführung; Junior teacher; Junglehrer; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Programmplanung
Abstract	This qualitative study explores one urban district's purpose, design, and implementation of a unique classroom management coaching program for first-year teachers (FYTs). Through interviews of coaches, assistant principals, and district administrators, we identify why and how this program supported FYTs' struggles with classroom management. Results highlight difficulties related to culturally responsive classroom management, which was mitigated by district coaches who provided individualized support. Data also indicates specific misconceptions held by FYTs, strategic district decisions in designing the coaching program, and challenges encountered throughout implementation. Findings have implications for the preparation and support of culturally responsive classroom management for FYTs. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01