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Coach Learning from Analyzing her Own Practice and Responding to TeacherNeeds : = An Action Research.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Coach Learning from Analyzing her Own Practice and Responding to TeacherNeeds :/
Reminder of title:	An Action Research.
Author:	Paco, Enkela.
Description:	1 online resource (203 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
Contained By:	Dissertations Abstracts International84-02A.
Subject:	Mathematics education. -
Online resource:	click for full text (PQDT)
ISBN:	9798841757962

Coach Learning from Analyzing her Own Practice and Responding to TeacherNeeds : = An Action Research.
Paco, Enkela.

Coach Learning from Analyzing her Own Practice and Responding to TeacherNeeds :An Action Research. - 1 online resource (203 pages)

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

Thesis (Ed.D.)--University of Rochester, 2022.

Includes bibliographical references

This study examined the practices of a mathematics coach by analyzing coaching moves over multiple coaching cycles with two teachers. The coach, guided initially by a content-focused model of coaching (West & Staub, 2013), engaged teachers in cycles that consisted of co-planning, teaching, and debriefing conversations to help teachers reflect on and improve their practice. The coach examined her own discourse moves with participating teachers within three cycles of one-on-one coaching per teacher. Data for this study included interviews, transcripts of coach/teacher discussions during coaching cycles, the researcher's journal, and artifacts of teaching and student work. Findings indicated that multiple influences shaped coaching dynamics, including the contexts, circumstances, and teacher/coach experiences, beliefs and preferences. The study showed how analysis of coaching discourse and responsiveness to teachers' needs shaped coaching practices in ways that productively served the teachers. The coach's characteristics, qualifications, and knowledge (both their content and pedagogical) affected how she supported teachers' individual needs/goals.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798841757962Subjects--Topical Terms:

1148686
Mathematics education.
Subjects--Index Terms:

EducationIndex Terms--Genre/Form:

554714
Electronic books.

Coach Learning from Analyzing her Own Practice and Responding to TeacherNeeds : = An Action Research.
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520 $a This study examined the practices of a mathematics coach by analyzing coaching moves over multiple coaching cycles with two teachers. The coach, guided initially by a content-focused model of coaching (West & Staub, 2013), engaged teachers in cycles that consisted of co-planning, teaching, and debriefing conversations to help teachers reflect on and improve their practice. The coach examined her own discourse moves with participating teachers within three cycles of one-on-one coaching per teacher. Data for this study included interviews, transcripts of coach/teacher discussions during coaching cycles, the researcher's journal, and artifacts of teaching and student work. Findings indicated that multiple influences shaped coaching dynamics, including the contexts, circumstances, and teacher/coach experiences, beliefs and preferences. The study showed how analysis of coaching discourse and responsiveness to teachers' needs shaped coaching practices in ways that productively served the teachers. The coach's characteristics, qualifications, and knowledge (both their content and pedagogical) affected how she supported teachers' individual needs/goals.
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653 $a Tendencies
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