Lynsey K Gibbons
Datos Biográficos
| ID | 2099591 |
|---|---|
| NOMBRE | Lynsey K Gibbons |
| NOMBRES | Lynsey K |
| APELLIDO | Gibbons |
| FIRMA | GIBBONS L K |
| AFILIACIONES | University of Delaware |
| VERIFICADO | No |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAS | 9 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Theories of Action Needed to Guide Emerging Models for Professional Learning
Instructional coaching is widely promoted as a means of enhancing elementary teacher learning and improving instructional practices. However, research reveals inconsistent outcomes. This article addresses the disparity between the substantial investment in coaching and its variable impact by advocating for the development of theories of action as a foundational step. We argue that a clearly articulated theory of action can serve as an explicit bl…
Facilitating Classroom Discussions across Content Areas
‘Someone else in the universe is trying to teach you’
This article examines how teachers at one elementary school made sense of their instructional practice after their school adopted a personalized learning platform for teaching mathematics. Data includes interviews (n = 21) with 12 teachers and administrators as well as recordings of 18 hours of professional learning sessions. The study investigates how teachers’ perceptions of their instructional practice shifted as their interactions with studen…
Conceptualizing the work of facilitating practice-embedded teacher learning
Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities
Instructional improvement initiatives in many districts include instructional coaching as a primary form of job-embedded support for teachers. However, the coaching literature provides little guidance about what activities coaches should engage in with teachers to improve instruction. When researchers do propose activities, they rarely justify why those activities might support teacher learning. Drawing on the preservice and inservice teacher edu…
Conceptualizing the work of facilitating practice-embedded teacher learning
Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities
Instructional improvement initiatives in many districts include instructional coaching as a primary form of job-embedded support for teachers. However, the coaching literature provides little guidance about what activities coaches should engage in with teachers to improve instruction. When researchers do propose activities, they rarely justify why those activities might support teacher learning. Drawing on the preservice and inservice teacher edu…
Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities
Instructional improvement initiatives in many districts include instructional coaching as a primary form of job-embedded support for teachers. However, the coaching literature provides little guidance about what activities coaches should engage in with teachers to improve instruction. When researchers do propose activities, they rarely justify why those activities might support teacher learning. Drawing on the preservice and inservice teacher edu…
Conceptualizing the work of facilitating practice-embedded teacher learning
‘Someone else in the universe is trying to teach you’
This article examines how teachers at one elementary school made sense of their instructional practice after their school adopted a personalized learning platform for teaching mathematics. Data includes interviews (n = 21) with 12 teachers and administrators as well as recordings of 18 hours of professional learning sessions. The study investigates how teachers’ perceptions of their instructional practice shifted as their interactions with studen…
Theories of Action Needed to Guide Emerging Models for Professional Learning
Instructional coaching is widely promoted as a means of enhancing elementary teacher learning and improving instructional practices. However, research reveals inconsistent outcomes. This article addresses the disparity between the substantial investment in coaching and its variable impact by advocating for the development of theories of action as a foundational step. We argue that a clearly articulated theory of action can serve as an explicit bl…
Facilitating Classroom Discussions across Content Areas
Mathematics education (3 obras) · Pedagogy (3 obras) · Professional development (3 obras) · Psychology (3 obras) · Professional learning community (2 obras) · Teacher education (2 obras) · Teacher Education and Leadership Studies (2 obras) · Action (physics) (1 obras) · Action learning (1 obras) · Adult and Continuing Education Topics (1 obras)