Introduction: Growing Evidence to Support Coaching in Literacy and Mathematics
2010; University of Chicago Press; Volume: 111; Issue: 1 Linguagem: Inglês
10.1086/653467
ISSN1554-8279
AutoresMisty Sailors, Nancy Shanklin,
Tópico(s)Educational and Psychological Assessments
ResumoNext article No AccessIntroduction: Growing Evidence to Support Coaching in Literacy and MathematicsMisty Sailors and Nancy L. ShanklinMisty SailorsThe University of Texas at San Antonio Search for more articles by this author and Nancy L. ShanklinUniversity of Colorado Denver Search for more articles by this author The University of Texas at San AntonioUniversity of Colorado DenverPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 111, Number 1September 2010 Article DOIhttps://doi.org/10.1086/653467 Views: 673Total views on this site Citations: 29Citations are reported from Crossref © 2010 by The University of Chicago. All rights reserved.PDF download Crossref reports the following articles citing this article:Seth B. 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Carl Hughes Implementation Support Improves Outcomes of a Fluency-Based Mathematics Strategy: A Cluster-Randomized Controlled Trial, Journal of Research on Educational Effectiveness 14, no.33 (Jun 2021): 523–542.https://doi.org/10.1080/19345747.2021.1875526Catherine Lammert, Lora M. DeWalt, Melissa Mosley Wetzel "Becoming" a mentor between reflective and evaluative discourses: A case study of identity development, Teaching and Teacher Education 96 (Nov 2020): 103179.https://doi.org/10.1016/j.tate.2020.103179Susan S. Johnston, Cheri Blue, Cindy Gevarter, Sarah Ivy, Sondra Stegenga Opportunity Barriers and Promising Practices for Supporting Individuals with Complex Communication Needs, Current Developmental Disorders Reports 7, no.33 (May 2020): 100–108.https://doi.org/10.1007/s40474-020-00195-wElizabeth A. Cutrer-Párraga, Melissa A. 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Rainville Introduction: Coaches as Intellectuals, Reading & Writing Quarterly 30, no.33 (May 2014): 183–189.https://doi.org/10.1080/10573569.2014.907713Annela Teemant A Mixed-Methods Investigation of Instructional Coaching for Teachers of Diverse Learners, Urban Education 49, no.55 (Apr 2013): 574–604.https://doi.org/10.1177/0042085913481362Annela Teemant, Christine Leland, Beth Berghoff Development and validation of a measure of Critical Stance for instructional coaching, Teaching and Teacher Education 39 (Apr 2014): 136–147.https://doi.org/10.1016/j.tate.2013.11.008Drew Polly, Maryann Mraz, Robert Algozzine Implications for Developing and Researching Elementary School Mathematics Coaches, School Science and Mathematics 113, no.66 (Oct 2013): 297–307.https://doi.org/10.1111/ssm.12029C. M. Neumerski Rethinking Instructional Leadership, a Review: What Do We Know About Principal, Teacher, and Coach Instructional Leadership, and Where Should We Go From Here?, Educational Administration Quarterly 49, no.22 (Aug 2012): 310–347.https://doi.org/10.1177/0013161X12456700David S. Stein, Constance E. Wanstreet Coaching for Cognitive Presence, (Jan 2013): 133–147.https://doi.org/10.4018/978-1-4666-2110-7.ch008Mary J. York, Barbara R. Foorman, Kristi L. Santi, David J. Francis Effects of Technology Enhancements and Type of Teacher Support on Assessing Spanish-Speaking Children?s Oral Reading Fluency in Second Grade, Assessment for Effective Intervention 37, no.11 (Apr 2011): 3–16.https://doi.org/10.1177/1534508411402983Jason T. Downer, Robert C. Pianta, Xitao Fan, Bridget K. 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