A research journey through mathematics coaching.
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| Title: | A research journey through mathematics coaching. |
|---|---|
| Authors: | Luebeck, Jennifer1 jennifer.luebeck@montana.edu, Burroughs, Elizabeth1 burroughs@montana.edu |
| Source: | Journal of Mathematical Behavior. Jun2017, Vol. 46, p152-162. 11p. |
| Subject Terms: | *Research methodology, *Information services, *Scholarly method, *Methodology, Management |
| Abstract: | Classroom coaching in mathematics is flexible in its definition, complex in its enactment, variable in its outcomes, and dependent on setting and circumstances. Multiple lines of inquiry are required to navigate this subjective terrain: research on coaching encompasses understanding perceptions of coaching held by coaches, teachers, and administrators, measuring the effectiveness of coaching in terms of teachers’ content knowledge and instructional practices, and exploring the nature of coaching within an educational ecosystem. This paper describes a cumulative sequence of research studies that inform current understanding of classroom coaching in mathematics, highlighting methodological decisions made at various crossroads and elaborating on the populations, methods, and instruments used to investigate coaching. A presentation of findings related to the three domains of perception, effectiveness, and nature is followed by reflections on features of coaching that pose particular challenges, questions that remain to be answered, and promising avenues of future inquiry. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Mathematical Behavior is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 123721978 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A research journey through mathematics coaching. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Luebeck%2C+Jennifer%22">Luebeck, Jennifer</searchLink><relatesTo>1</relatesTo><i> jennifer.luebeck@montana.edu</i><br /><searchLink fieldCode="AR" term="%22Burroughs%2C+Elizabeth%22">Burroughs, Elizabeth</searchLink><relatesTo>1</relatesTo><i> burroughs@montana.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Mathematical+Behavior%22">Journal of Mathematical Behavior</searchLink>. Jun2017, Vol. 46, p152-162. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Information+services%22">Information services</searchLink><br />*<searchLink fieldCode="DE" term="%22Scholarly+method%22">Scholarly method</searchLink><br />*<searchLink fieldCode="DE" term="%22Methodology%22">Methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Management%22">Management</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Classroom coaching in mathematics is flexible in its definition, complex in its enactment, variable in its outcomes, and dependent on setting and circumstances. Multiple lines of inquiry are required to navigate this subjective terrain: research on coaching encompasses understanding perceptions of coaching held by coaches, teachers, and administrators, measuring the effectiveness of coaching in terms of teachers’ content knowledge and instructional practices, and exploring the nature of coaching within an educational ecosystem. This paper describes a cumulative sequence of research studies that inform current understanding of classroom coaching in mathematics, highlighting methodological decisions made at various crossroads and elaborating on the populations, methods, and instruments used to investigate coaching. A presentation of findings related to the three domains of perception, effectiveness, and nature is followed by reflections on features of coaching that pose particular challenges, questions that remain to be answered, and promising avenues of future inquiry. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Mathematical Behavior is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=123721978 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1016/j.jmathb.2016.11.004 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 152 Subjects: – SubjectFull: Research methodology Type: general – SubjectFull: Information services Type: general – SubjectFull: Scholarly method Type: general – SubjectFull: Methodology Type: general – SubjectFull: Management Type: general Titles: – TitleFull: A research journey through mathematics coaching. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Luebeck, Jennifer – PersonEntity: Name: NameFull: Burroughs, Elizabeth IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 07323123 Numbering: – Type: volume Value: 46 Titles: – TitleFull: Journal of Mathematical Behavior Type: main |
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