Exploring an alignment focused coaching model of mathematics professional development: content of coach/teacher talk during planning and analyzing lessons

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Title: Exploring an alignment focused coaching model of mathematics professional development: content of coach/teacher talk during planning and analyzing lessons
Author: Bradley, Janice Allyne Tomasulo, 1954-
Abstract: This exploratory case study examines an alignment -focused coaching model of mathematics professional development during a school district's second -year implementation of the coaching model . Specifically , the study describes the content of coach -teacher talk as five coach -teacher pairs , grades K -8 , engage in planning and analyzing mathematics lessons . Using an alignment framework designed around the components of curriculum , instruction , and assessment to analyze talk , four patterns unfold . Issues of curriculum , instruction , and assessment were more often discussed in isolation than interconnected , mathematics was most often the content focus when teacher and /or coach were using the state standards document to plan , student thinking and learning were most often a focus when students were struggling , and teachers often talked about instruction as actions isolated from student thinking and learning . In addition , teachers reported changes to instruction as an outcome of participating in coaching . Self -reported benefits to teachers' practice included planning lessons that focused on student learning , that is , considering the mathematics in the standards and ways students would learn the content . Teachers also reported asking "better questions" more often and in different ways , using models such as manipulatives and representations for connecting mathematics ideas , thinking more about student learning , and analyzing and scrutinizing textbooks to align with the state standards .
URI: http : / /hdl .handle .net /2152 /3419
Date: 2008-08-28

Citation

Exploring an alignment focused coaching model of mathematics professional development: content of coach/teacher talk during planning and analyzing lessons. Doctoral dissertation, The University of Texas at Austin. Available electronically from http : / /hdl .handle .net /2152 /3419 .

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