Citation

Teacher Networks and the Role of the Mathematics Coach: How Institutional Factors Influence Coach Centrality

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Abstract:

The innovative practice of content-focused coaching in mathematics is currently being utilized by districts with little understanding of its effectiveness. Theoretically it seems plausible to give teachers access to expertise in order to support their learning to enact mathematics reform goals. This study aims to analyze coaching through using social network analysis in order to uncover aspects of the institutional setting and how they relate to teachers’ utilization of coaching.

Most Common Document Word Stems:

coach (255), teacher (255), school (252), princip (113), mathemat (106), central (96), district (95), instruct (94), support (88), work (81), meet (64), network (47), practic (44), time (42), provid (38), leader (38), one (37), role (37), assist (37), teach (36), social (36),
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Association:
Name: UCEA Annual Convention
URL:
http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378647_index.html
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MLA Citation:

Gibbons, Lynsey. and Garrison, Anne. "Teacher Networks and the Role of the Mathematics Coach: How Institutional Factors Influence Coach Centrality" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 19, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378647_index.html>

APA Citation:

Gibbons, L. K. and Garrison, A. L. , 2009-11-19 "Teacher Networks and the Role of the Mathematics Coach: How Institutional Factors Influence Coach Centrality" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California Online <PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p378647_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The innovative practice of content-focused coaching in mathematics is currently being utilized by districts with little understanding of its effectiveness. Theoretically it seems plausible to give teachers access to expertise in order to support their learning to enact mathematics reform goals. This study aims to analyze coaching through using social network analysis in order to uncover aspects of the institutional setting and how they relate to teachers’ utilization of coaching.


Similar Titles:
How Principals and Middle School Mathematics Coaches Support Each Other In Assisting Teachers To Improve Mathematics Instruction

Teacher Networks and the Role of the Mathematics Coach: How Institutional Factors Influence Coach Centrality

Developing Instructional Leaders through an Assistant Principals’ Academy: A School District-University Partnership


 
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