東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Coaching First-Grade Teachers on Dif...

Schroeder-Schock, Alicia,

Linked to FindBook

Google Book

Amazon

博客來

Coaching First-Grade Teachers on Differentiated Instructional Practices for Learners With Mathematical Promise: An Action Research Study /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Coaching First-Grade Teachers on Differentiated Instructional Practices for Learners With Mathematical Promise: An Action Research Study // Alicia Schroeder-Schock.
Author:	Schroeder-Schock, Alicia,
Description:	1 electronic resource (130 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31295095
ISBN:	9798382727011

Coaching First-Grade Teachers on Differentiated Instructional Practices for Learners With Mathematical Promise: An Action Research Study /
Schroeder-Schock, Alicia,

Coaching First-Grade Teachers on Differentiated Instructional Practices for Learners With Mathematical Promise: An Action Research Study /Alicia Schroeder-Schock. - 1 electronic resource (130 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

This action research study in a North Dakota public school addresses the need for effective professional development (PD) to enhance instruction and academic outcomes for mathematically promising learners. Despite annual PD investments, concerns persist regarding the limited efficacy of short-term workshops (Knight & Skrtic, 2021; Kraft et al., 2018). Instructional coaching offers promise in implementing research-based instructional methods (Johnson, 2016). However, empirical support for coaching in differentiated instruction for high ability learners remains scarce. This study examined coaching's impact on first-grade teachers' differentiation practices for mathematically promising learners. It was selected as despite teachers' awareness of differentiation benefits, many struggle with implementation, necessitating targeted support (Gavin, Casa, Firmender, and Carroll, 2013; VanTassel-Baska et al., 2020; Yuen et al., 2018). Through a mixed-methods approach, data were collected via teacher surveys and learner achievement growth scores to assess changes in differentiation practices, effects on learner performance, and influence on a teacher's sense of efficacy. Results indicated noticeable shifts in teacher practice and increased sense of efficacy, despite a lack of improvement in learner achievement outcomes. Coaching positively influenced teacher perceptions and confidence surrounding differentiation practices, but improving academic performance for high ability learners remains complex. This dissertation contributes to instructional coaching and differentiation literature, highlighting coaching's potential to support educators in serving mathematically promising learners and informing the development of more effective PD initiatives.

English

ISBN: 9798382727011Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Instructional coaching

Coaching First-Grade Teachers on Differentiated Instructional Practices for Learners With Mathematical Promise: An Action Research Study /
LDR:03362nmm a22004693i 4500 001 2431487
005 20250616055205.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798382727011
035 $a (MiAaPQD)AAI31295095
035 $a AAI31295095
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Schroeder-Schock, Alicia, $e author. $3 3820319
245 1 0 $a Coaching First-Grade Teachers on Differentiated Instructional Practices for Learners With Mathematical Promise: An Action Research Study / $c Alicia Schroeder-Schock.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (130 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
500 $a Advisors: Cross, Tracy Committee members: Riedl Cross, Jennifer; Carpenter, Ashley.
502 $b Ed.D. $c The College of William and Mary $d 2024.
520 $a This action research study in a North Dakota public school addresses the need for effective professional development (PD) to enhance instruction and academic outcomes for mathematically promising learners. Despite annual PD investments, concerns persist regarding the limited efficacy of short-term workshops (Knight & Skrtic, 2021; Kraft et al., 2018). Instructional coaching offers promise in implementing research-based instructional methods (Johnson, 2016). However, empirical support for coaching in differentiated instruction for high ability learners remains scarce. This study examined coaching's impact on first-grade teachers' differentiation practices for mathematically promising learners. It was selected as despite teachers' awareness of differentiation benefits, many struggle with implementation, necessitating targeted support (Gavin, Casa, Firmender, and Carroll, 2013; VanTassel-Baska et al., 2020; Yuen et al., 2018). Through a mixed-methods approach, data were collected via teacher surveys and learner achievement growth scores to assess changes in differentiation practices, effects on learner performance, and influence on a teacher's sense of efficacy. Results indicated noticeable shifts in teacher practice and increased sense of efficacy, despite a lack of improvement in learner achievement outcomes. Coaching positively influenced teacher perceptions and confidence surrounding differentiation practices, but improving academic performance for high ability learners remains complex. This dissertation contributes to instructional coaching and differentiation literature, highlighting coaching's potential to support educators in serving mathematically promising learners and informing the development of more effective PD initiatives.
546 $a English
590 $a School code: 0261
650 4 $a Education. $3 516579
650 4 $a Early childhood education. $3 518817
650 4 $a Elementary education. $3 641385
650 4 $a Mathematics education. $3 641129
650 4 $a Educational leadership. $3 529436
650 4 $a Gifted education. $3 3172499
653 $a Instructional coaching
653 $a Differentiation practices
653 $a Professional development
653 $a Teacher efficacy
653 $a Teacher practices
690 $a 0515
690 $a 0518
690 $a 0524
690 $a 0445
690 $a 0449
690 $a 0280
710 2 $a The College of William and Mary. $b Education. $e degree granting institution. $3 3820255
720 1 $a Cross, Tracy $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 85-11A.
790 $a 0261
791 $a Ed.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31295095