Identifying and Negotiating Productive Instructional Improvement Goals in One-on-One Mathematics Coaching
Bibliographic Data
| ID | 4945470 |
|---|---|
| Authors | Nicholas Kochmanski (0000-0001-8498-0795, University of North Carolina at Greensboro, corresponding author), Paul Cobb (0000-0003-4014-2970, Vanderbilt University, Nashville, USA) |
| Year | 2023 |
| Volume | 74 |
| Issue | 5 |
| Pages | 437-450 |
| Publication date | 2023-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/00224871221143124 |
| OpenAlex | W4312203337 |
| Language | EN |
| Citations received | 6 |
| References cited | 22 |
A major affordance of one-on-one mathematics coaching is its potential to provide individualized, contextualized support for mathematics teachers' learning. Coaches can adjust their work to individual teachers by focusing on instructional improvement goals that take account of teachers' current knowledge, practice, and classroom contexts. It is, however, essential that coaches and teachers work to attain productive instructional improvement goals that are both feasible for teachers to attain and likely to result in immediate improvements in students' learning, if attained. In this article, we describe how coaches can identify productive goals for individual teachers and then, on that basis, negotiate goals successfully with teachers, thereby supporting teachers in seeing productive goals as worthwhile. By describing these two processes, we further clarify the forms of coaching-specific expertise central to effective one-on-one mathematics coaching
Affordance · Coaching · Cognitive psychology · Mathematics education · Negotiation · Pedagogy · Sociology · Work (physics) · Cognitive and developmental aspects of mathematical skills · Engineering · Mathematics Education and Teaching Techniques · Psychology · Reflective Practices in Education
Identifying productive one-on-one coaching practices
Navigating learning and instrumental obligations to resolve divergent perspectives in coaching conversations
Theories of Action Needed to Guide Emerging Models for Professional Learning
The Messy, Human Work of Constructing Togetherness in a Coach’s Interactions with a Teacher
Equity-Focused Coaching
Leveraging cultural forms in human‐centred learning analytics design
Learning Policy
Instructional Activities as a Tool for Teachers' and Teacher Educators' Learning
Orchestrating Productive Mathematical Discussions
Effects of coaching on teacher use of sociocultural instructional practices
Secondary mathematics coaching
Support for the Improvement of Practices through Intensive Coaching (Sipic)
Exploring the foci and depth of coach-teacher interactions during modeled lessons
Building Student Capacity for Mathematical Thinking and Reasoning
Design Experiments in Educational Research
| Citations per year | 2 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |