The Transition from Experienced Teacher to Mathematics Coach: Establishing a New Identity

Chval, Kathryn B.; Arbaugh, Fran; Lannin, John K.; Garderen, Delinda van; Cummings, Liza; Estapa, Anne; Huey, Maryann E.

doi:10.1086/653475

Cited by 72 publications

(65 citation statements)

References 15 publications

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“…Relying on research on effective professional development (PD), which indicates that content-specific and prolonged duration of the PD provide the best avenue for impacting teacher knowledge and change (Garet, Porter, Desimone, Birman, & Yoon, 2001;Guskey, 2003;Ingvarson, Meiers, & Beavis, 2005), many districts and schools have created positions for mathematics coaches and specialists (e.g., Campbell & Malkus, 2011;Chval et al, 2010).…”

Section: Existing Literature On Mathematics Coaches and Specialistsmentioning

confidence: 99%

“…By providing job-embedded support to teachers, districts and schools anticipate MCS will be the catalyst needed in schools and classrooms to improve students' mathematical understanding and performance (Campbell & Malkus, 2011;Chval et al, 2010;Dossey, 1984;Fennell, 2006Fennell, , 2011Polly, Mraz, & Algonzzine, 2013;Reys & Fennell, 2003).…”

Section: Effective Professional Development Practicesmentioning

confidence: 99%

“…MCS may work at the school and district level on issues related to curriculum and instruction (Dossey, 1984;Fennell, 2011), help teachers to prepare and implement lessons and instructional strategies in the classroom (Campbell & Malkus, 2011;Knight, 2005), as well as acquire resources and research-based practices to use in instruction (Neufeld & Roper, 2003). Responsibilities may also include modeling and providing PD for teachers (Campbell & Malkus, 2009;Chval et al, 2010;Polly et al, 2013;Fennell, 2011); conducting observations and providing feedback to teachers (Kretlow et al, 2012;Neufeld & Roper, 2003); examining student assessments and data to inform decision making (Chval et al, 2010;Marsh et al, 2010;Polly et al, 2013). Additionally, delivering enrichment for mathematically promising students (Dossey, 1984) and taking part in planning and providing interventions to students (Chval et al, 2010;Fennell, 2011) may fall to MCS.…”

Section: Roles and Responsibilities Of Mcsmentioning

confidence: 99%

“…Responsibilities may also include modeling and providing PD for teachers (Campbell & Malkus, 2009;Chval et al, 2010;Polly et al, 2013;Fennell, 2011); conducting observations and providing feedback to teachers (Kretlow et al, 2012;Neufeld & Roper, 2003); examining student assessments and data to inform decision making (Chval et al, 2010;Marsh et al, 2010;Polly et al, 2013). Additionally, delivering enrichment for mathematically promising students (Dossey, 1984) and taking part in planning and providing interventions to students (Chval et al, 2010;Fennell, 2011) may fall to MCS. Although the list of roles and responsibilities of a MCS is abundant, the research on the effect of MCSs is sparse (e.g., NMAP, 2008;McGatha, 2009).…”

Section: Roles and Responsibilities Of Mcsmentioning

confidence: 99%

“…MCS are not only charged with the task to aid in the development of, provide support to, and afford guidance to teachers (e.g., Campbell & Malkus, 2011;Knight, 2005;Neufeld & Roper, 2003), but often times work directly with students in an effort to positively impact learning and achievement (e.g., Dossey, 1984). MCS may be a way to not only improve the mathematics instruction during the whole-classroom setting (i.e., instruction received by all students), but also ensure that students who struggle in mathematics receive targeted, research-based interventions that provide the additional support they may need to ensure success (Chval et al, 2010;Fennell, 2011).…”

Section: Mathematical Learning Difficulties and Disabilitiesmentioning

confidence: 99%

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A multi-level analysis using NAEP data : examining the relationships among mathematics coaches and specialists, student achievement, and disability status.

Harbour

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Section: Existing Literature On Mathematics Coaches and Specialistsmentioning

confidence: 99%

Section: Effective Professional Development Practicesmentioning

confidence: 99%

Section: Roles and Responsibilities Of Mcsmentioning

confidence: 99%

Section: Roles and Responsibilities Of Mcsmentioning

confidence: 99%

Section: Mathematical Learning Difficulties and Disabilitiesmentioning

confidence: 99%

See 3 more Smart Citations

A multi-level analysis using NAEP data : examining the relationships among mathematics coaches and specialists, student achievement, and disability status.

Harbour

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Attitudes, Beliefs, Motivation and Identity in Mathematics Education

Hannula

Martino

Pantziara

et al. 2016

ICME-13 Topical Surveys

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Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

Hannula

Martino

Pantziara

et al. 2016

ICME-13 Topical Surveys

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The purpose of this publication is to record the current state of the art in research on mathematics-related affect. Research on mathematics-related affect is varied in theories and concepts. Rather than trying to address all perspectives in one chapter, we have identified significant strands of research and invited colleagues from these strands to each write a short section summarizing the state of the art in that strand.The concepts and theories pertaining to the affective domain can be mapped along three dimensions (Hannula 2012). The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. In this Topical Survey, motivation is covered in Sect. 2.5 (Middleton, Jansen, and Goldin), which also discusses how emotions and beliefs relate to motivation; Sects. 2.2 (Pantziara) and 1.2.3 (Zhang and Morselli) are on beliefs; and Sect. 2.1 (Di Martino) on attitude more or less cross-cuts through all these categories. The second dimension is movement from rapidly fluctuating state to more stable trait. All of the sections in this chapter focus on trait-type affect while only Sect. 2.5 (by Middleton, Jansen, and Goldin) discusses both of these dimensions (referred to as "in the moment" and "long term"). The last dimension covers the theorizing level, which has three main levels in mathematics-related affect: physiological (embodied), psychological (individual), and social. Mathematics-related affect has mainly been studied using psychological theories and consequently most sections discuss only such research. The so-called social turn (Lerman 2000) in mathematics education is in this Topical Survey mainly reflected in Sect. 2.4 (Heyd-Metzuyanim, Lutovac, and Kaasila) on identity, but Sect. 2.5 (Middleton, Jansen, and Goldin) on motivation also has both a section which discusses the social level and how it interplays with the individual level and a section on self-efficacy which highlights the emerging research on the collective efficacy of collaborative groups. The physiological level

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The Transition from Experienced Teacher to Mathematics Coach: Establishing a New Identity

Cited by 72 publications

References 15 publications

A multi-level analysis using NAEP data : examining the relationships among mathematics coaches and specialists, student achievement, and disability status.

A multi-level analysis using NAEP data : examining the relationships among mathematics coaches and specialists, student achievement, and disability status.

Attitudes, Beliefs, Motivation and Identity in Mathematics Education

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

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