Evthokia Stephanie Saclarides
Biographic Data
| ID | 5741738 |
|---|---|
| NAME | Evthokia Stephanie Saclarides |
| GIVEN NAMES | Evthokia Stephanie |
| FAMILY NAME | Saclarides |
| SIGNATURE | SACLARIDES E S |
| AFFILIATIONS | University of Cincinnati |
| ORCID | 0000-0002-9203-3998 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Caring coaching
Classroom teaching is increasingly complex and stressful, often resulting in burnout. While many solutions emphasize individual self-care, Meghan A. Kessler, Alexis L. Jones, and Evthokia Stephanie Saclarides advocate for institutional support through instructional coaches. Positioned uniquely within schools, coaches can promote teacher well-being by centering care in their practice. Based on a study of seven coaches, they introduce “caring coach…
Amplifying teachers’ voices in the coaching partnership
To date, much of the research on coaching has been coach-centered as coaches' actions, behaviors and beliefs have been the focus of the extant research base. The current study seeks to amplify the voices of teachers in the coaching partnership by exploring what motivates teachers to engage in coaching, as well as what they perceive they learn from their engagement in coaching. As coaching is assumed to be a responsive professional learning struct…
How Coaches Get In
While coaches can have a positive impact on teachers’ practice and students’ learning, in many school districts teachers have the autonomy to decide whether and when to work with a coach. Coaches then must work to gain access to teachers’ classrooms. In a recent study of 28 content-focused coaches, researchers Jen Munson and Evthokia Stephanie Saclarides found that coaches used six types of strategies to gain access, typically coordinating multip…
“It Kind of Takes over the Life of the Building
Through this retrospective interview study, we explored the ways in which coaches described how their daily work with teachers was impacted by a pervasive culture of pressure surrounding standardized assessment and achievement in one school district. Ultimately, we identified five ways in which coaches’ work with teachers was impacted as a result of the assessment culture. Implications for administrators and coaches in school districts, as well a…
Content-focused coaches' opportunities for professional learning
Understanding mathematics coaches’ development
Exploring the foci and depth of coach-teacher interactions during modeled lessons
Math coaches, specialists, and student achievement
To support continuous professional development model in the teaching and learning of mathematics, many districts and schools have begun hiring elementary mathematics coaches and/or specialists (MCSs). However, limited large-scale empirical research exists that determines how the use of MCSs affect student learning and achievement. Kristin E. Harbour and Evthokia Stephanie Saclarides begin to fill in this gap by using data from the National Assess…
Perverse incentives? A cautionary tale about coaching evaluation
Little attention has been given to better understanding how to effectively evaluate the work of instructional coaches. This study by Evthokia Stephanie Saclarides and Sarah Theule Lubienski illustrates how a new evaluation system for coaches was implemented in one mid-size, urban district. They describe two ways in which the Evaluation Tool detracted from the coaches’ work to foster teacher improvement. Furthermore, they provide suggestions for s…
Sex Differences in Doctoral Student Publication Rates
Women in the sciences who earn PhDs are less likely than their male counterparts to pursue tenure-track positions at research universities. Moreover, among those who become STEM researchers, men have been found to publish more than women. These patterns raise questions about when sex differences in publication begin. Using data from a survey of doctoral students at one large institution, this study finds that men submitted and published more scho…
Sex Differences in Doctoral Student Publication Rates
Women in the sciences who earn PhDs are less likely than their male counterparts to pursue tenure-track positions at research universities. Moreover, among those who become STEM researchers, men have been found to publish more than women. These patterns raise questions about when sex differences in publication begin. Using data from a survey of doctoral students at one large institution, this study finds that men submitted and published more scho…
Exploring the foci and depth of coach-teacher interactions during modeled lessons
Content-focused coaches' opportunities for professional learning
Sex Differences in Doctoral Student Publication Rates
Women in the sciences who earn PhDs are less likely than their male counterparts to pursue tenure-track positions at research universities. Moreover, among those who become STEM researchers, men have been found to publish more than women. These patterns raise questions about when sex differences in publication begin. Using data from a survey of doctoral students at one large institution, this study finds that men submitted and published more scho…
Math coaches, specialists, and student achievement
To support continuous professional development model in the teaching and learning of mathematics, many districts and schools have begun hiring elementary mathematics coaches and/or specialists (MCSs). However, limited large-scale empirical research exists that determines how the use of MCSs affect student learning and achievement. Kristin E. Harbour and Evthokia Stephanie Saclarides begin to fill in this gap by using data from the National Assess…
Perverse incentives? A cautionary tale about coaching evaluation
Little attention has been given to better understanding how to effectively evaluate the work of instructional coaches. This study by Evthokia Stephanie Saclarides and Sarah Theule Lubienski illustrates how a new evaluation system for coaches was implemented in one mid-size, urban district. They describe two ways in which the Evaluation Tool detracted from the coaches’ work to foster teacher improvement. Furthermore, they provide suggestions for s…
Understanding mathematics coaches’ development
Exploring the foci and depth of coach-teacher interactions during modeled lessons
Content-focused coaches' opportunities for professional learning
How Coaches Get In
While coaches can have a positive impact on teachers’ practice and students’ learning, in many school districts teachers have the autonomy to decide whether and when to work with a coach. Coaches then must work to gain access to teachers’ classrooms. In a recent study of 28 content-focused coaches, researchers Jen Munson and Evthokia Stephanie Saclarides found that coaches used six types of strategies to gain access, typically coordinating multip…
“It Kind of Takes over the Life of the Building
Through this retrospective interview study, we explored the ways in which coaches described how their daily work with teachers was impacted by a pervasive culture of pressure surrounding standardized assessment and achievement in one school district. Ultimately, we identified five ways in which coaches’ work with teachers was impacted as a result of the assessment culture. Implications for administrators and coaches in school districts, as well a…
Amplifying teachers’ voices in the coaching partnership
To date, much of the research on coaching has been coach-centered as coaches' actions, behaviors and beliefs have been the focus of the extant research base. The current study seeks to amplify the voices of teachers in the coaching partnership by exploring what motivates teachers to engage in coaching, as well as what they perceive they learn from their engagement in coaching. As coaching is assumed to be a responsive professional learning struct…
Caring coaching
Classroom teaching is increasingly complex and stressful, often resulting in burnout. While many solutions emphasize individual self-care, Meghan A. Kessler, Alexis L. Jones, and Evthokia Stephanie Saclarides advocate for institutional support through instructional coaches. Positioned uniquely within schools, coaches can promote teacher well-being by centering care in their practice. Based on a study of seven coaches, they introduce “caring coach…
Psychology (9 works) · Teacher Education and Leadership Studies (9 works) · Mathematics education (8 works) · Coaching (6 works) · Pedagogy (6 works) · Educational Assessment and Improvement (4 works) · Mathematics Education and Teaching Techniques (4 works) · Engineering (3 works) · Political science (3 works) · Professional development (3 works)