“It Kind of Takes over the Life of the Building
” The Influence of Standardized Testing on Coaches’ Daily Work
Bibliographic Data
| ID | 21313722 |
|---|---|
| Authors | Evthokia Stephanie Saclarides (0000-0002-9203-3998, University of Cincinnati, corresponding author), Britnie Delinger Kane (0000-0002-0180-7557, Language, Literacy, and Culture, The Citadel Military College of South Carolina, Charleston, South Carolina, USA) |
| Year | 2023 |
| Volume | 87 |
| Issue | 2 |
| Pages | 18-31 |
| Publication date | 2023-04-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Educational Forum (JOURNAL) |
| Journal identifiers | ISSN: 0013-1725 • E-ISSN: 1938-8098 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00131725.2022.2065713 |
| OpenAlex | W4280551777 |
| Language | EN |
| References cited | 27 |
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 as researchers are provided
Architectural engineering · Engineering ethics · Mathematics education · Standardized test · Work (physics) · Applied Psychology · Education Methods and Technologies · Educational Assessment and Improvement · Engineering · Psychology · Teacher Education and Leadership Studies
The Effect of Teacher Coaching on Instruction and Achievement
Research design
Understanding mathematics coaches’ development
Math coaches, specialists, and student achievement
Interviews – Learning the Craft of Qualitative Research Interviewing
Introduction to response to intervention
Coaching for Coherence
Relationships Between Instructional Coaches’ Time Use and District- and School-Level Policies and Expectations
Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities
Instructional Coaching as High-Quality Professional Development
| Highly cited | No |
|---|