|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|87137||2017||16 صفحه PDF||سفارش دهید||12755 کلمه|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : The Journal of Mathematical Behavior, Volume 46, June 2017, Pages 215-230
Mathematics coaching initiatives are being implemented in schools and districts across the country, guided by the notion that these initiatives will foster individual teacherâs learning and thereby support system-wide instructional improvement in mathematics. This paper explores the evolving roles that mathematics coaches played in a system-wide instructional improvement effort focused on elementary mathematics education in a medium-sized suburban school district. Using social network analysis and qualitative analysis of interviews, we argue that coaches facilitated teachersâ implementation of a new mathematics curriculum by acting as brokers, first as intermediaries between the district office and schools, then as catalysts for collective inquiry. Further, we show how coachesâ work was both enabled and constrained over time by various organizational dimensions at the school and district levels. Overall, our findings suggest that district and school leaders should think beyond the roles and responsibilities of individual coaches, and consider how to support coaches as participants in system-wide networks focused on continuous learning and instructional improvement.