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MATHEMATICS COACHING TO IMPROVE TEACHING PRACTICE: THEEXPERIENCES OF MATHEMATICS TEACHERS AND COACHESbyPriscilla BengoA thesis submitted in conformity with the requirements for the degree ofDoctor of PhilosophyDepartment of Curriculum, Teaching and LearningOntario Institute for Studies in Education of the University of Toronto Copyright by Priscilla Bengo 2013

MATHEMATICS COACHING TO IMPROVE TEACHING PRACTICE: THEEXPERIENCES OF MATHEMATICS TEACHERS AND COACHESDoctor of Philosophy Degree, 2013Priscilla BengoDepartment of Curriculum, Teaching and LearningUniversity of TorontoAbstractThe purpose of the study is to determine how coaching can be used effectively toimprove instruction and student achievement while exploring teachers’ specific emotionsduring mathematics education reform initiatives that challenge the teacher’s beliefs aboutteaching and learning in mathematics. It also examines how teachers incorporate thereform changes into their practice in order for the new instructional practices to have theexpected effect. I explored teacher learning which refers to the correct use of reformstrategies by mathematics teachers so that they have the intended effects on studentachievement with the support of a coach during reform initiatives. Throughquestionnaires, interviews, observations and archival material, the study determines therelationship between teachers’ specific emotions, teacher learning and teacher coachingin secondary school mathematics classrooms. As a result, the study highlights the issuesassociated with the implementation of mathematics education reform initiatives andimplications.The findings show that mathematics education reforms produce emotionalresponses that can be described as both negative and positive. For example, someii

emotions include pride, joy, fear, feeling drained and ineffective. The four teachers in thestudy experienced these emotions because of factors such as a lack of knowledge of howto implement mathematics reform, beliefs about teaching and learning in mathematicsthat were inconsistent with the reform initiatives, the nature of coaching, and gains instudent achievement and engagement. They also experienced negative emotions becauseof favorable in-school factors such as an administration that supported teacher efforts toimplement mathematics reforms. The study shows that: a) coaching may not helpteachers reconstruct their professional self-understanding when it fails to address theirself-image issues; b) teacher learning may occur even when the teacher’s beliefs areinconsistent with reform initiatives; and c) even when teacher learning results fromcoaching, reforms do not present themselves as expected in the classroom. Coachesexperienced positive and negative emotions as a result of how well the reforms werebeing implemented by teachers. The experiences of the two coaches during mathematicsreforms indicate a need to support coaches as they help teachers use the reform strategies.The directions for future research are described.iii

AcknowledgementsWriting this thesis has not been as arduous as I had expected because of thesupport I obtained from individuals I mention below. I also learned a lot personally andprofessionally.I would like to thank the participants in my study. They were teachers andcoaches who volunteered time from hectic schedules and welcomed me into their lives. Iam very grateful for their perspectives as they are the basis of my learning.I would also like to thank my Thesis Committee, Dr. Doug McDougall, Dr. GilaHanna, Dr. Jim Hewitt, and Dr. David Booth. I am very grateful for the support of Dr.Doug McDougall, my thesis supervisor, particularly during data collection and for hispatience as he read versions of the thesis giving quick feedback. Dr. Gila Hannacontinues to develop me professionally. I consider myself very lucky to be working withher. Dr Jim Hewitt and Dr. David Booth have supported me in many ways. Perhaps themost important was their kindness as I prepared to defend my thesis. I am also veryappreciative of the constructive comments on the thesis that I obtained from my externalexaminer, Dr. Olive Chapman.To my family, for their unflinching support throughout my education. All that Ihave accomplished is, in many respects, due to them. And finally, to Hugh. I cannotthank you enough for your support in everything that I have done including this thesisjourney.iv

Table of ContentsAbstractAcknowledgementsiiivChapter 1: Introduction1.1 Introduction1.2 Research Context1.2.1 The Role of the Coach in Facilitating Teacher Learning1.2.2 Teacher Emotions during Mathematics Education Reform1.2.3 Mathematics Education Reform1.3 Purpose of the Study1.4 Statement of the Problem1.5 Significance of the Study1.6 Background of the Researcher1.7 Limitations of the Study1.8 Plan of Thesis11236891010112425Chapter 2: Literature Review2.1 Introduction2.2 Mathematics Education Reform2.3 Educational Change2.3.1 Challenges and Issues2.4 Teachers’ Mathematics Beliefs2.5 Teachers’ Emotions during Education Reform2.5.1. Research on Teachers’ Emotions during Mathematics EducationReform2.5.2. Research on Teachers’ Emotions during Reform Initiatives in otherSubject Areas2.6 Teacher Learning during Mathematics Education Reform2.7 Teachers’ Mathematics Beliefs, their Emotions and Teacher Learning2.8 The Role of Coaching2.9 Summary26262629303341Chapter 3: Research Method3.1 Research Design and Research Approach3.2 Participants3.3 Setting3.4 Data Collection3.4.1. Self-Assessment Surveys3.4.2 Teacher Confidence Survey3.4.3 Semi-Structured Interviews3.4.4 Critical Incident Interviews3.4.5 Archival Data3.4.6 Classroom Observations6363656869717273747777v424752565761

3.5 Data Analysis and Interpretation3.5.1 First Level Coding3.5.2 Pattern Coding3.6 Validity and Reliability3.7 Ethical Considerations3.8 Conclusion818283838485Chapter 4: Findings4.1 Introduction4.2 Criteria for Classification of Beliefs4.3 The Case of Robert4.3.1 Robert’s Beliefs about the Nature of Mathematics4.3.2 Robert’s Beliefs about Mathematics Pedagogy4.3.3 Robert’s Beliefs about Learning Mathematics4.3.4 Robert’s Beliefs about Teaching Mathematics4.3.5 Robert’s Teaching Practice4.3.5.1 Mathematics Support4.3.5.2 Robert’s Emotions during the Mathematics Reforms4.4 The Case of Helen4.4.1 Helen’s Beliefs about the Nature of Mathematics4.4.2 Helen’s Beliefs about Learning Mathematics4.4.3 Helen’s Beliefs about Teaching Mathematics4.4.4 Helen’s Teaching Practice4.4.5 Helen’s Emotions during the Mathematics Reforms4.5 Teachers’ Beliefs and Practices4.6 James’ Beliefs about the Nature of Mathematics4.6.1 James’ Beliefs about Mathematics Pedagogy4.6.2 James’ Beliefs about Learning Mathematics4.6.3 James’ Emotions during Mathematics Reform4.6.4 James’ Experiences with Coaching4.7 Andrew’s Beliefs about the Nature of Mathematics4.7.1 Andrew’s Beliefs about Mathematics Pedagogy4.7.2 Andrew’s Beliefs about Learning Mathematics4.7.3 Andrew’s Emotions during Mathematics Reform4.7.4 Andrew’s Experiences with Coaching4.8 Teacher Beliefs, Emotions and Coaching Experiences during MathematicsReform4.9 Christina’s Beliefs about the Nature of Mathematics4.9.1 Christina’s Beliefs about Mathematics Pedagogy4.9.2 Christina’s Beliefs about Learning Mathematics4.9.3 Christina’s Beliefs about Teaching Mathematics4.9.4 Christina’s Emotions during Mathematics Reform4.10 Theresa’s Beliefs about the Nature of Mathematics4.10.1 Theresa’s Beliefs about Mathematics Pedagogy4.10.2 Theresa’s Beliefs about Learning Mathematics4.10.3 Theresa’s Beliefs about Teaching 9149153157158158159

4.10.4 Theresa’s Emotions during Mathematics Reform4.11 A Comparison of Christina’s and Theresa’s Beliefs and Emotions duringMathematics Reform4.12 Summary162163164Chapter 5: Discussion and Conclusions1675.1 Introduction1675.2 Research question 1: What are Teachers’ Specific Emotions duringMathematics Education Reform Initiatives?1675.3 Research question 2: What Factors are Associated with Emotions that TeachersExperience?1685.4 Research question 3: What Factors Facilitate Teacher Learning duringMathematics Education Reform given these Emotions?1705.5 Research question 4: How does Instructional Coaching help Teachers Learnduring Mathematics Education Reform?1745.6 Issues and Implications of Mathematics Reform1765.7 Suggestions for Future Research179References181List of AppendicesA. Mathematics Beliefs and Attitudes Survey from Ten Dimensions of MathematicsReform197B. Critical-Incident Interview Questions200C. Semi-Structured Interview for Teachers201D. Teacher Confidence Survey202E. Teachers’ Consent Letter204F. Administrative Consent Letter206G. Math Coaches’ Consent Letter208vii

List of TablesTable 1: Instruments by Intention and Number of Participants69Table 2: Dimension 10, Teacher’s Attitude and Comfort with Mathematics79Table 3: Robert’s Beliefs about Learning Mathematics90Table 4: Robert’s Beliefs about Teaching Mathematics91Table 5: Robert’s Observed Performance in Example 193Table 6: Robert’s Observed Performance in Example 297Table 7: Robert’ s Observed Performance in Example 3100Table 8: Teacher Confidence Survey Results for Robert, Part 1107Table 9: Teacher Confidence Survey Results for Robert, Part 2108Table 10: The Nature of the Coaching Program110Table 11: Helen’s Beliefs about Learning Mathematics116Table 12: Helen’s Beliefs about Teaching Mathematics117Table 13: Helen’s Observed Performance in Example 1119Table 14: Helen’s Observed Performance in Example 2122Table 15: Scores of Helen’s Self-reports on Specific Items126Table 16: Teacher Confidence Survey Results for Helen, Part 1128Table 17: Teacher Confidence Survey Results for Helen, Part 2128Table 18: A Comparison of Helen’s and Robert’s Beliefs133Table 19: A Comparison of Typical Lessons134Table 20: James’ Beliefs about Learning Mathematics139Table 21: Andrew’s Beliefs about Learning Mathematics143Table 22: A Comparison of James’ and Andrew’s Beliefs147Table 23: Christina’s Beliefs about Learning Mathematics149Table 24: Christina’s Beliefs about Teaching Mathematics150Table 25: Teacher Confidence Survey Results for Christina, Part 1151Table 26: Teacher Confidence Survey Results for Christina, Part 2151Table 27: Theresa’s Beliefs about Learning Mathematics158Table 28: Theresa’s Beliefs about Teaching Mathematics159Table 29: Teacher Confidence Survey Results for Theresa, Part 1160Table 30: Teacher Confidence Survey Results for Theresa, Part 2161Table 31: Christina’s and Theresa’s Average Scores on the Self-Assessment Survey163viii

List of FiguresFigure 1: Components of the Critical Incident Techniqueix75

Chapter One: Introduction1.1 IntroductionAs Hargreaves (1998b) put it,Many researchers and educators who initiate and manage educational reform, orwho write about educational change in general, ignore or underplay one of themost fundamental aspects of teaching and of how teachers change: the emotionaldimension. Emotions are at the heart of teaching. Good teaching is charged withpositive emotion. It is not just a matter of knowing one’s subject, being efficient,having the correct competencies, or learning all the right techniques. Goodteachers are not just well-oiled machines. They are emotional, passionate beingswho connect with their students and all their work and their classes with pleasure,creativity, challenge and joy. (p. 835)There exists research that shows that teacher coaching can improve mathematicsinstruction and students’ achievement during reform initiatives (e.g., Fresko, Ben-Chaim,& Carmeli 1994; Brosnan & Erchick, 2007, 2009; Bruce & Ross, 2008; Dempsey, 2007;Driscoll, 2008; Erchick & Brosnan, 2007, 2009; Flores & Roberts, 2008; Gersten &Kelly,1992; Glazer, 2004; Hughes, 2006; Keller, 2007; Knight, 2006; Miller & Glover,2007; McKeny, 2010; Olson & Barrett, 2004; Ross & Bruce, 2007; Tobin & Espinet,1990). Some of this research acknowledges the emotions that are evoked during theseinitiatives and shows that coaching can help a teacher learn new practices (e.g., Driscoll,2008; Flores & Roberts, 2008; Ross & Bruce, 2007). The emotions that have beenconsidered in mathematics reform initiatives are both positive and negative. Positiveemotions have been associated with positive changes in instructional practices andstudents’ achievement for example. Negative emotions may occur when reform effortschallenge a teacher’s view of their role and identity (e.g., Schmidt & Datnow, 2005).Without emotional support to work through the negative emotions, teachers may hinderchange (e.g., Darby, 2008).1

2Some research studies on mathematics reform initiatives show that coachingsupport can help change the negative emotions to positive ones (e.g., Driscoll, 2008;Flores & Roberts, 2008). The importance of studying teachers’ emotions in connection totheir professional self-understanding is due to a goal of mathematics reform: to improveinstruction and student achievement. There exists little research on the connectionsbetween teacher coaching, emotions and teacher learning during mathematics reforminitiatives. Much of the research on how coaching can improve instructional practices andstudent achievement during reform initiatives has been conducted in other subject areas(e.g., City, 2007; Darby, 2008; Lynch & Alsop, 2007; Peterson, Taylor, Burnham, &Schock, 2009; Ross, 2007; Slack, 2003). There is, therefore, a need for additionalresearch on the relationship.The broad intentions of this research study are to: a) explore specific teachers’emotions during mathematics education reform; b) to specify the emotions that affectteacher learning during reform initiatives; c) to determine whether all negative emotionsthat are evoked during mathematics education reform can be addressed in order forteacher learning to take place; and d) to determine the role of the coach in helpingteachers learn reform-based teaching and learning strategies during mathematicseducation reform. The investigation employs teachers’ accounts of their practices, beliefsand their growth as they work with mathematics coaches to implement the reforminitiatives.1.2 Research ContextIn the following sections, I outline: 1) the research on teacher learning, 2) the roleof the coach in facilitating teacher learning, 3) teacher emotions during mathematics

3education reform, and 4) mathematics education reform. The purpose of the study is toadd to the existing body of knowledge by investigating the teacher emotions that areconnected to mathematics education reform and how coaches can bring about teacherlearning.1.2.1 The role of the coach in facilitating teacher learningCoaching means different things to different people (Grossek, 2008). In Ontario,the following role for mathematics coaches is used: Observing and interviewing students to understand their mathematicalthinking and doing in relation to the lesson learning goal and teachingstrategiesAnalyzing the design of lesson problems in relation to the curriculum, thecognitive flow of the unit of study, and characteristics of effective problemsProblem solving collaboratively the implementation of a lesson with theclassroom teacher and groups of classroom teachersLearning high yield instructional strategies (i.e., bansho, math congress,gallery walk)Researching mathematics for units of study that teachers in the school aregoing to teach. (Kestell & Rowell, 2007, p. 12)The educational culture in Ontario is one of setting targets for achievement inmathematics. The Ontario Literacy and Numeracy Secretariat at the Ontario Ministry ofEducation, for example, publishes these targets. Boards of education are usingmathematics coaches to enhance teachers’ instructional practices and thereby improvestudent achievement. The math coaches are specialists whose primary goal is to improvestudent achievement in mathematics. They accomplish this by working collaborativelywith teachers and principals to extend the repertoire of teaching and learning strategiesamong other things. Coaches of mathematics or numeracy have helped mathematicsteachers in the past in various areas.A significant number of studies on teacher coaching in various subject areas focus

4on the positive effects of coaching (e.g., Flores & Roberts, 2008; Lynch & Alsop, 2007;Keller 2007; Sugar, 2005). From the research on coaching, it is evident that effectivecoaching depends on: the qualifications of the coach (Manzo, 2005), the particularstrategies that the coach employs to improve instruction (Flores & Roberts, 2008),partnerships between the principal and/or university faculty and the coach (Grant &Davenport, 2008; Ross, 2007; Stichter, Lewis, Richter, Johnson, & Bradley, 2006),protecting the coaching relationship (Knight, 2006), and sufficient time to work withteachers (Knight, 2006). Proven research-based interventions (Knight, 2006),professional development for instructional coaches (Knight, 2006), the nature of feedbackand a focus on vital conversations (Morgan & Clonts, 2008) are also consideredimportant factors.Both principal and coach are required to strengthen teaching (Grant & Davenport,2008). This is becauseThe principal can work with the math coach to set priorities, be strategic aboutputting support structures into place that are designed to strengthen math teachingpractice and student performance, work with the coach to set norms for teachers'participation in math professional development, as well as their collaboration withthe math coach and each other and participate as a fellow learner. (Grant &Davenport, 2008, p. 37)Manzo (2005) found that the qualifications of literacy coaches were a concern:A number of states and districts use literacy coaches to help teachers applyliteracy research to practice. In order to help improve reading instruction, theliteracy coaches help new and veteran teachers develop lessons, hone teachingstrategies, select materials, analyze student data, and find relevant journal articles.However, there are growing concerns about the qualifications of these individualsand the appropriateness of some types of coaching used by particular schools andcoaches. (p. 20)Knight (2006) mentioned that coaches were not given sufficient time in their jobsto work with teachers yet teacher learning depends on the interactions between teachers

5and coaches. He also argued that coaches have to earn the trust of the teachers they workwith as “teachers see their profession as an integral part of their self-identity” (p. 38).Research-based interventions and professional development for instructional coacheshelp coaches deliver effective instructional strategies which are necessary forimprovements in student achievement. “In the most effective coaching and supervisionparadigms, feedback to teachers is immediate” (Rock et. al, 2009, p. 28).Morgan and Clonts (2008) found that literacy coaches were more effective withfocused conversations. The authors discuss the findings from their work with 80 schoolleadership teams over a three-year period as they engaged in professional learningdesigned to help support and extend the reach of literacy coaches in their schools.Focused conversations were considered by most teams as very significant in the creationof a common understanding as a team.Sometimes teams were provided with guiding questions or frameworks forthinking about a particular instructional method, and processes were introduced tohelp schools consider ways of communicating that would honor and value eachmember's voice, perspective, and experience. (p. 345)Flores and Roberts (2008) mention that there are particular strategies that willimprove student achievement in mathematics. For instance, when a school worked toimprove algebra achievement, the teachers carefully looked at algebra assessments fromother states and then created an internal algebra system. “One of the hallmarks” of theirefforts was reducing their reliance on homework as an element of the instructionalprogram. Teachers also reduced “the number of mathematics repetitions done under thedirect supervision of teachers” (Flores & Roberts, 2008, p. 308). They found thatmathematics coaches helped teachers with “specific instructional pedagogies” to bringabout improvement in instruction and student achievement. This occurred when teachers

6and school leaders were frustrated about increasing achievement for students whostruggled with algebra. Two practitioners used action research to improve results in theirschools. They conducted the research in three schools similar to theirs in demographics.They met with the administration, observed some classes, tried to determine how theschools had sustained improvement in mathematics and concluded that: “Smaller and localized efforts can yield substantial mathematics achievementamong all student populations” (p. 313). Collaboration that involved teachers sharing best practices led to improvementsin student achievement. Professional development that was organized around departments within aschool was useful.Driscoll (2008) concluded that coaching and group professional development“meets all the needs of ongoing teacher education” (p. 40). Driscoll describes the effectsof coaching amidst mathematics education reform that had created tension in a middleschool in the United States as the high-stakes tests were going to determine the school’sfuture. “The coach helped the staff maintain a balanced perspective about the high-stakestests that were coming up, which would determine the fate of the school. There can be nodoubt that this coach made an enormous difference in the life of this school” (Driscoll,2008, p. 40).1.2.2 Teacher emotions during mathematics education reformReform initiatives evoke emotions that can make change difficult to implementwhen they challenge the teachers’ beliefs. There exist a number of studies on teachers’emotions and education reform (Golby, 1996; Hargreaves, 1998a, 1998b, 2000, 2001,

72004; Hargreaves & ASCD, 1997; Hargreaves, Earl, Moore, & Manning, 2001; Jeffrey &Woods, 1996; Lasky, 2000; Woods & Jeffery, 1998). However, there are fewerinvestigations on teachers’ emotions, teacher learning and education reform inmathematics (e.g., Driscoll, 2008; Flores & Roberts, 2008; Hargreaves, 2005; Schmidt &Datnow, 2005; Zembylas, 2005).Some examples of the emotions that teachers experience are fear and intimidation(e.g., Driscoll, 2008; Flores & Roberts, 2008; Hargreaves, 2005; Schmidt & Datnow,2005; Zembylas, 2005), a reduction of positive emotions (Jeffrey & Woods, 1996), andemotions of pride and excitement with positive changes that are a result of the support ofa coach (Darby, 2008; Driscoll, 2008). Teachers’ experienced fear and intimidation whenthe professional understandings were challenged (Darby, 2008). “However, with thesupport of a coach they reconstructed their self-understanding, leading to improvementsin student achievement and their own instructional practices” (Darby, 2008, p. 1160).Hargreaves (1998a) found that teachers experienced positive emotions when learningoutcomes and teachers’ perceptions of classroom climate improved. If there were noimprovements in the previously mentioned areas then teachers experienced negativeemotions. This suggests that negative emotions can be transformed into positive ones andthe transformation depends on interventions such as coaches that provide the requiredsupport for teachers.Emotions result from teachers’ “efforts to meet the needs of so many variedconstituents” (Darby, 2008, p. 1160). The author also notes that the beginning ofaccountability standards in Canada in 1992 have further affected teachers’ responses. Theresearch on teachers ' emotions during educational reform has shown that “the issues of

8intrusion, administrative leadership approach, pedagogical differences between teachersand administration elicit teachers’ positive and negative emotions” (Darby, 2008, p.1160). Darby also mentions that Canadian and UK perspectives on teacher emotionsduring educational reform show “the continued importance of care in the classroom,teachers’ need to control their emotions and an intensification of teachers’ emotions whenthey perceive an intrusion by parents or government officials into the classrooms” (p.1161).The importance of studying teachers’ emotions in relation to teacher learningduring educational reform is based on the observation that teaching is emotional(Hargreaves, 1998b). Implementing math education reform effectively requiresrecognition of this dimension of teaching. It is one of the most important aspects ofeducational change (Hargreaves, 1998b). Teachers must learn reform-based teaching andlearning strategies to implement reform initiatives that improve instruction. The emotionsevoked by mathematical reforms determine the nature of the learning that will take place(Darby, 2008). “If a teacher does not support the reform or if the reform challenges theteacher’s professional purpose, the reform may not be carried out as intended” (Darby,2008, p. 1161).1.2.3 Mathematics education reformThis study focuses on mathematics education reform in Ontario. In 1999, thephasing out of the old curriculum began with the implementation of Secondary SchoolReforms (SSR) and the 2003-2004 school year was the last year for the OAC (OntarioAcademic Credit) course and the first year for the new Grade 12 courses. This revisiondeparted considerably from the previous curriculum in terms of the integration of

9technology in the OAC Calculus course called the new Grade 12 Advanced Functionsand Introductory Calculus (AFIC) and the Data Management course.In 2005, mathematics curricula were implemented for Grade 9 and 10. Their moststriking features were the integration of technology and enabling students solve problemsin real life situations. In 2007, the Grade 11 and 12 mathematics curricula wereimplemented. They were based on the same principles as those of the Grade 9 and 10curricula mentioned above and seen as a continuation of the Grade 9 and 10 curricula.Mathematics reform initiatives therefore create changes. From my experiences inschools, the curriculum revisions contained significant changes that challenged teacherbeliefs about teaching and learning mathematics. For example, the documents suggestedthat new instructional practices that teachers had to learn focus on the mathematicalprocesses and include more literacy in mathematics. In addition, teachers had to changetheir assessment and evaluation practices considerably in order to support the newinstructional practices. Assessment and evaluation were defined as follows.Assessment is the process of gathering information from a variety of sources(including assignments, demonstrations, projects, performances, and tests) thataccurately reflects how well a student is achieving the curriculum expectations ina course. As part of assessment, teachers provide students with descriptivefeedback that guides their efforts towards improvement. Evaluation refers to theprocess of judging the quality of student work on the basis of established criteria,and assigning a value to represent that quality. Assessment and evaluation will bebased on the provincial curriculum expectations and the achievement levelsoutlined in this document. (The Ontario Curriculum, Grades 11 and 12:Mathematics, 2007 (revised), p. 23)1.3 Purpose of the StudyThe purpose of the study is to shed light on how coaching can be used effectivelyin the improvement of instruction and student achievement in secondary schoolmathematics while exploring teachers’ specific emotions during mathematics education

10reform initiatives that challenge the teacher’s beliefs about teaching and learning inmathematics. The study has determined the factors that seem to impact on theeffectiveness of coaching as a way to improve teacher learning in mathematics.1.4 Statement of the ProblemThe research questions intend to explore the nature of the relationship betweenteacher emotions and how coaching helps teachers improve their practice. The majorthemes in the study are the use of coaching as a way to improve instruction and studentachievement, the teacher emotions associated with reform initiatives, the implications ofmathematics education reform initiatives, and teacher learning during educationalchange. The study addresses the following research questions:1)What are secondary school mathematics teachers’ specific emotions duringmathematics education reform initiatives?2)What factors are associated with the emotions that teachers experience?3)What factors facilitate teacher learning during mathematics education reformgiven these emotions?4)How does coaching help secondary school mathematics teachers learn duringmathematics education reform?1.5 Significance of the StudyThe study explores the relationship between teacher emotions during mathematicseducational reform, teacher learning and support from a mathematics instructional coach.Little research links teachers’ specific emotions, the support or challenges presented bymathematics education reform and the support of a coach to bring about learning. Thestudy expands the literature by examining the effects of mathematics educational reform

11on teachers’ specific emotions, teacher learning and how coaching can support a teacherin these circumstances. As a result, it promotes the awareness of the impact of emotionson teachers’ work. The analysis of teachers’ emotions as they implement practices thatchallenge their beliefs can help show the way “teachers’ experience their work andeducational change” (Darby, 2008, p. 1161) in mathematics “and can thus inform suchareas as change theory and professional development” (Darby, 2008, p. 1161) inmathematics education.The study adds to the research on models of coaching in mathematics and outlinespossible impediments associated

4.7.1 Andrew’s Beliefs about Mathematics Pedagogy 143 4.7.2 Andrew’s Beliefs about Learning Mathematics 143 4.7.3 Andrew’s Emotions during Mathematics Reform 145 4.7.4 Andrew’s Experiences with Coaching 146 4.8 Teacher Beliefs, Emotions and Coaching Experiences during Mathematics Reform 147 4.9 Chr

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