Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
4939304 | The Journal of Mathematical Behavior | 2017 | 11 Pages |
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.
Keywords
Related Topics
Physical Sciences and Engineering
Mathematics
Applied Mathematics
Authors
Jennifer Luebeck, Elizabeth Burroughs,