Instructional improvement initiatives in many districts include instructional coaching as a primary form of job-embedded support for teachers. However, the coaching literature provides little guidance about what activities coaches should engage in with teachers to improve instruction. When researchers do propose activities, they rarely justify why those activities might support teacher learning. Drawing on the preservice and inservice teacher education literatures, we present a conceptual analysis of learning activities that have the potential to support mathematics and science teachers to improve practice. We argue that our analysis can inform research on mathematics and science coaching, coaching policies, and the design of professional learning for coaches.
The Myth of the Gifted Child
March 26, 2023 No Comments
Mathematics is a beautiful subject, with ideas and connections that can inspire all students. But too often it is taught as a
No comment yet, add your voice below!