Literaturnachweis - Detailanzeige
| Autor/inn/en | Russell, Jennifer Lin; Correnti, Richard; Stein, Mary Kay; Bill, Victoria; Hannan, Maggie; Schwartz, Nathaniel; Booker, Laura Neergaard; Pratt, Nicole Roberts; Matthis, Chris |
|---|---|
| Titel | Learning from Adaptation to Support Instructional Improvement at Scale: Understanding Coach Adaptation in the TN Mathematics Coaching Project |
| Quelle | (2019), (40 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Mathematics Instruction; Coaching (Performance); Educational Change; Intervention; Context Effect; Interpersonal Relationship; Adjustment (to Environment); Elementary Secondary Education; Teacher Improvement; Faculty Development; Beginning Teachers; Experienced Teachers; Tennessee |
| Abstract | Attempts to scale up instructional interventions confront implementation challenges that mitigate their ultimate impact on teaching and learning. In this article, we argue that learning about adaptation during the design and implementation phases of reform is critical to the development of interventions that can be implemented with integrity at scale. Through analysis of data generated during a mathematics instructional coaching initiative, we examine the adaptations coaches made to diverse relational and organizational contexts. Findings from two studies of adaptation illustrate the need to attend to the extent to which adaptations are consistent with the core features of a reform. Based on our findings, we posit a generalizable model that supports evidence-based mutual adaptation. [This is the online first version of an article published in "American Educational Research Journal."] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2021/2/06 |
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