Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6471
Title: Coaching That Supports Teachers’ Learning to Enact Ambitious Instruction
Authors: Witherspoon, Eben
Ferrer, Nathaniel
Correnti, Richard
Schunn, Chris
Stein, Mary Kay
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Witherspoon, E., Ferrer, N., Correnti, R., Schunn, C., & Stein, M. K. (2020). Coaching That Supports Teachers’ Learning to Enact Ambitious Instruction. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 1903-1910). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Research has identified a number of high-leverage instructional practices that are strong predictors of student learning. However, relatively little is known about how teachers learn to effectively implement these instructional practices. Using a mixed-methods, case-comparison design, this study uses a cognitive lens to examine specific features of instructional coaching that support 3rd–8thgrade mathematics teachers in learning to implement ambitious instructional practices. Results showed that coach-teacher pairs who discuss when and why certain practices should be implemented during pre-lesson conferences see larger gains on a measure of ambitious instruction in later lessons. Implications for the design of professional development models based in cognitive and learning science theories are discussed.
URI: https://doi.dx.org/10.22318/icls2020.1903
https://repository.isls.org//handle/1/6471
Appears in Collections:ICLS 2020

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