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by Ryan Gillespie, Evthokia Stephanie Saclarides, Sarah Tegeler, Kathy Prummer, Amanda Roberts
This descriptive study examined how 10 experienced mathematics coaches discursively created conditions for one-on-one, online coaching cycles during preliminary discussions with teachers.
Read more about ESTABLISHING CONDITIONSFOR ONLINE MATHEMATICSCOACHING: HOW COACHESINITIATE PARTNERSHIPSWITH TEACHERS
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by Courtney K. Baker, Margret A. Hjalmarson, Francis (Skip) Fennell
This exploratory study and related analysis investigated the roles, responsibilities, and professional learning needs of school district-based mathematics specialists (DMSs), who play a crucial role in shaping mathematics education.
Read more about BRIDGING RESEARCH AND PRACTICE INMATHEMATICS EDUCATION:EXPLORING DISTRICT-LEVEL MATHEMATICSSPECIALISTS’ RESPONSIBILITIES ANDPROFESSIONAL LEARNING NEEDS
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by Cory A. Bennett, Kenny Johnson
Across the United States, mathematics teacher leaders often hold similar beliefs and operate under professional norms about the teaching and learning of mathematics. However, teaching in culturally rich and diverse international schools brings unique challenges for mathematics coaches.
Read more about MATHEMATICS COACHING WITHINAN INTERNATIONAL CONTEXT:AN INTERSECTION OF CULTURES,CHALLENGES, AND PERSPECTIVES
