View in EDS HTML Full Text PDF Full Text

Variations in Coaching Knowledge and Practice That Explain Elementary and Middle School Mathematics Teacher Change

Saved in:
Bibliographic Details
Title: Variations in Coaching Knowledge and Practice That Explain Elementary and Middle School Mathematics Teacher Change
Language: English
Authors: Yopp, David A., Burroughs, Elizabeth A., Sutton, John T., Greenwood, Mark C.
Source: Journal of Mathematics Teacher Education. Feb 2019 22(1):5-36.
Availability: Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 32
Publication Date: 2019
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 0918326
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Middle Schools
Secondary Education
Junior High Schools
Descriptors: Elementary School Teachers, Middle School Teachers, Coaching (Performance), Mathematics Instruction, Teacher Attitudes, Educational Improvement, Knowledge Base for Teaching, Pedagogical Content Knowledge, Teaching Methods, Self Efficacy, Educational Change, Self Evaluation (Individuals), Correlation
DOI: 10.1007/s10857-017-9373-3
ISSN: 1386-4416
Abstract: This study investigated relationships between changes in certain types of coaching knowledge and practices among mathematics classroom coaches and how these explain changes in the attitudes, knowledge, and practice of the teachers they coach. Participants in this study were 51 school-based mathematics classroom coaches in the USA and 180 of the teachers whom they coached between 2009 and 2014. The participating coaches were recruited from schools that hired their own coaches independently from this research project. This study found evidence that improvements in coaches' use of practices recommended by particular coaching models are related to improvements in teachers' mathematical knowledge for teaching. The study also found that improvements in coaches' self-assessment of their own coaching skills are related to improvements in teachers' mathematics content knowledge for teaching, mathematics teaching practices, and attitudes about self-efficacy for teaching mathematics. The study did not detect relationships between changes in coaches' mathematics knowledge and changes in teachers' knowledge or practices.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1204494
Database: ERIC
Full text is not displayed to guests.
Description
Abstract:This study investigated relationships between changes in certain types of coaching knowledge and practices among mathematics classroom coaches and how these explain changes in the attitudes, knowledge, and practice of the teachers they coach. Participants in this study were 51 school-based mathematics classroom coaches in the USA and 180 of the teachers whom they coached between 2009 and 2014. The participating coaches were recruited from schools that hired their own coaches independently from this research project. This study found evidence that improvements in coaches' use of practices recommended by particular coaching models are related to improvements in teachers' mathematical knowledge for teaching. The study also found that improvements in coaches' self-assessment of their own coaching skills are related to improvements in teachers' mathematics content knowledge for teaching, mathematics teaching practices, and attitudes about self-efficacy for teaching mathematics. The study did not detect relationships between changes in coaches' mathematics knowledge and changes in teachers' knowledge or practices.
ISSN:1386-4416
DOI:10.1007/s10857-017-9373-3