MATH COACHES, SPECIALISTS, AND STUDENT ACHIEVEMENT: LEARNING FROM THE DATA
To support continuous professional development model in the teaching and learning of mathematics, many districts and schools have begun hiring elementary mathematics coaches and/or specialists (MCSs). However, limited large-scale empirical research exists that determines how the use of MCSs affect s...
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| Veröffentlicht in: | Phi Delta Kappan 2020-11, Vol.102 (3), p.42-45 |
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| creator | Harbour, Kristin E. Saclarides, Evthokia Stephanie |
| description | To support continuous professional development model in the teaching and learning of mathematics, many districts and schools have begun hiring elementary mathematics coaches and/or specialists (MCSs). However, limited large-scale empirical research exists that determines how the use of MCSs affect student learning and achievement. Kristin E. Harbour and Evthokia Stephanie Saclarides begin to fill in this gap by using data from the National Assessment of Educational Progress to explore the relationship between the presence and responsibilities of elementary MCSs and 4th-grade student achievement in mathematics. Based on their findings, they share practical implications for districts and administrators to consider. |
| doi_str_mv | 10.1177/0031721720970701 |
| format | Article |
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| ispartof | Phi Delta Kappan, 2020-11, Vol.102 (3), p.42-45 |
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| language | eng |
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| source | Access via SAGE; JSTOR Archive Collection A-Z Listing; EBSCOhost Education Source |
| subjects | Academic achievement Coaching Coaching (Performance) Data Analysis Elementary school students Elementary School Teachers Faculty Development FEATURE Grade 4 Mathematics Mathematics Achievement Mathematics education Mathematics Instruction National Competency Tests Specialists |
| title | MATH COACHES, SPECIALISTS, AND STUDENT ACHIEVEMENT: LEARNING FROM THE DATA |
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