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

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Title: A Look inside Mathematics Coaching: Roles, Content, and Dynamics
Language: English
Authors: Mudzimiri, Rejoice, Burroughs, Elizabeth A., Luebeck, Jennifer
Source: Education Policy Analysis Archives. Jun 2014 22(53).
Availability: 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
Peer Reviewed: Y
Page Count: 32
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: 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
ISSN: 1068-2341
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.
Abstractor: As Provided
Number of References: 20
Entry Date: 2015
Accession Number: EJ1050391
Database: ERIC
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  Data: A Look inside Mathematics Coaching: Roles, Content, and Dynamics
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  Data: 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
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  Data: 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.
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  Data: EJ1050391
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 32
    Subjects:
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Instructional Improvement
        Type: general
      – SubjectFull: Elementary School Mathematics
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Classroom Observation Techniques
        Type: general
      – SubjectFull: Experienced Teachers
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Teacher Responsibility
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Class Activities
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      – SubjectFull: Models
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      – SubjectFull: Training Methods
        Type: general
      – SubjectFull: Profiles
        Type: general
      – SubjectFull: Program Content
        Type: general
      – SubjectFull: Educational Strategies
        Type: general
      – SubjectFull: Group Dynamics
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Evaluation Criteria
        Type: general
      – SubjectFull: Protocol Analysis
        Type: general
    Titles:
      – TitleFull: A Look inside Mathematics Coaching: Roles, Content, and Dynamics
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              Y: 2014
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