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Coach Learning from Analyzing her Ow...

Paco, Enkela.

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Coach Learning from Analyzing her Own Practice and Responding to TeacherNeeds: An Action Research./
Author:	Paco, Enkela.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	203 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
Contained By:	Dissertations Abstracts International84-02A.
Subject:	Mathematics education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29443791
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. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 203 p.

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

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

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.

ISBN: 9798841757962Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Education

Coach Learning from Analyzing her Own Practice and Responding to TeacherNeeds: An Action Research.
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500 $a Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
500 $a Advisor: Susan Meier;Andy Callard.
502 $a Thesis (Ed.D.)--University of Rochester, 2022.
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.
590 $a School code: 0188.
650 4 $a Mathematics education. $3 641129
653 $a Education
653 $a Coaching
653 $a Tendencies
653 $a Stances
653 $a Moves/Practices
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710 2 $a University of Rochester. $b Teaching and Curriculum. $3 3562726
773 0 $t Dissertations Abstracts International $g 84-02A.
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