A Mixed-Methods Investigation of Instructional Coaching for Teachers of Diverse Learners

Urban Education

Volumn 49, Issue 5, 2014, Pages 574-604

  Teemant, Annela ^a  

^a INDIANA UNIVERSITY   (United States)

Author keywords

best practices; culturally relevant pedagogy; diversity; elementary school; English as a Second Language (ESL); teacher development; urban

Indexed keywords

EID: 84921766944     PISSN: 00420859     EISSN: 15528340     Source Type: Journal    
DOI: 10.1177/0042085913481362     Document Type: Article

References (53)

1. Biancarosa G.,Bryk A. S.,Dexter E. R.Assessing the value-added effects of literacy collaborative professional development on student learning.Elementary School Journal. 2010;111 (1): 7-34
2. CoeR. (2002, September). It’s the effect size, stupid: What effect size is and why it is important. Paper presented at the Annual Conference of the British Educational Research Association, University of Exeter, England. Retrieved from http://www.leeds.ac.uk/educol/documents/00002182.htm.
3. Cohen J.Statistical power analysis for the behavioral sciences. 1988 Statistical power analysis for the behavioral sciences (2nd ed.). Hillside, NJ: Lawrence Erlbaum.Hillside, NJ: Lawrence Erlbaum; 1988:
4. Cornett J.,Knight J.Coaching: Approaches and perspectives. Knight J., ed. Thousand Oaks, CA: Corwin Press; 2009:192-216.
5. Creswell J. W.Research design: Qualitative, quantitative, and mixed methods approaches. 2003. Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: SAGE.Thousand Oaks, CA: SAGE; 2003:
6. Creswell J. W.,Plano Clark V. L.Designing and conducting mixed methods research. Thousand Oaks, CA: SAGE; 2007:
7. Damico J. S.,Rosaen C. L.Creating epistemological pathways to a critical citizenry: Examination of a fifth-grade discussion of freedom.Teachers College Record. 2009;111:1163-1194
8. Desimone L.Improving impact studies of teacher professional development: Toward better conceptualizations and measures.Educational Researcher. 2009;38 (3): 181-199
9. Doherty R. W.,Hilberg R. S.Standards for effective pedagogy, classroom organization, English proficiency, and student achievement.Journal of Educational Research. 2007;101 (1): 24-35
10. Doherty R. W.,Hilberg R. S.,Epaloose G.,Tharp R. G.Standards performance continuum: Development and validation of a measure of effective pedagogy.Journal of Educational Research. 2002;96 (2): 78-89
11. Doherty R. W.,Hilberg R. S.,Pinal A.,Tharp R. G.Five standards and student achievement.NABE Journal of Research and Practice. 2003;1 (1): 1-24
12. Estrada P.The courage to grow: A researcher and teacher linking professional development with small-group reading instructional and reading achievement.Research in the Teaching of English. 2005;39 (1): 320-364
13. Freire P.Pedagogy of the oppressed. New York, NY: Continuum; 1994:
14. Gallimore R.,Tharp R.Vygotsky and education: Instructional implications and applications of sociohistorical psychology. Moll L. C., ed. New York, NY: Cambridge University Press; 1990:175-205.
15. Garret M. S.,Porter A. C.,Desimone L.,Birman B. F.,Yoon K. S.What makes professional development effective? Results from a national sample of teachers.American Educational Research Journal. 2001;38:915-945
16. Hilberg R. S.,Chang J. M.,Epaloose G.Designing effective activity centers for diverse learners. Santa Cruz: Center for Research on Education, Diversity & Excellence, University of California, Santa Cruz; 2003:
17. Hollins E.,Guzman M. T.Studying teacher education: The report of the AERA Panel on Research and Teacher Education. Cochran-Smith M.Zeichner K., ed. Mahwah, NJ: Lawrence Erlbaum; 2005:477-548.
18. HorwitzA. R.UroG.Price-BaughR.SimonC.UzzellR.LewisS.CasserlyM. (2009, October). Succeeding with English language learners: Lessons learned from the Great City Schools. Retrieved from the Council of Great City Schools website http://www.cgcs.org/publications/ELL_Report09.pdf
19. Joyce B.,Showers B.Student achievement through staff development. White Plains, NY: Longman; 1995:
20. Coaching: Approaches and perspectives. Knight J., ed. Thousand Oakes, CA: Corwin Press; 2009a:
21. Knight J.Coaching approaches and perspectives. Knight J., ed. Thousand Oakes, CA: Corwin Press; 2009b:29-55.
22. Lave J.,Wenger E.Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press; 1991:
23. Leland C. H.,Murtadha K.Cultural discourse on the frontline: Preparing and retaining urban teachers.Urban Education. 2011;46:895-912
24. Lewis C.,Enciso P.,Moje E. B.Reframing sociocultural research on literacy: Identify, agency, and power. Mahwah, NJ: Lawrence Erlbaum Associates; 2007:
25. McGraw K. O.,Wong S. P.Forming inferences about some intraclass correlation coeffients.Psychological Methods. 1996;1 (1): 30-46
26. McIntyre E.,Kyle D. W.,Moore G. H.A primary-grade teacher’s guidance toward small-group dialogue.Reading Research Quarterly. 2006;41 (1): 36-66
27. Vygotsky and education: Instructional implications and applications of sociohistorical psychology. Moll L. C., ed. New York, NY: Cambridge University Press; 1990:
28. National Center for Education Statistics. (NCES, 2010). The condition of education 2010. Washington, DC: Institute of Educational Sciences, U.S. Department of Education. Retreived from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010028.
29. Neuman S. B.,Wright T. S.Promoting language and literacy development for early childhood educators: A mixed-methods study of coursework and coaching.Elementary School Journal. 2010;111 (1): 63-86
30. Podgorksy M. J.,Springer M. G.Teacher performance pay: A review.Journal of Policy Analysis and Management. 2007;26:909-949
31. Ravitch D.The death and life of the great American school system: How testing and choice are undermining education. New York, NY: Basic Books; 2010:
32. Rogoff B.Apprenticeship in thinking: Cognitive development in social context. New York, NY: Oxford University Press; 1990:
33. Sailors M.,Shanklin N. L.Introduction: Growing evidence to support coaching in literacy and mathematics.Elementary School Journal. 2010;111 (1): 1-6
34. Saunders W. M.,Goldenberg C.The effects of instructional conversations and literature logs on the story comprehension and thematic understanding of English proficiency and limited English proficient students. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence; 1999:
35. Shrout P. E.,Fleiss J. L.Intraclass correlations: Uses in assessing rater reliability.Psychological Bulletin. 1979;86:420-428
36. Sleeter C. E.Handbook of research on teacher education: Enduring questions in changing contexts. 2008. Preparing White teachers for diverse students. In Cochran-SmithM.Feiman-NemserS.McIntyreD. J.DemersK. E. (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed., pp. 559-582). New York, NY: Routledge, Taylor & Francis Group and the Association of Teacher Education.Cochran-Smith M.Feiman-Nemser S.McIntyre D. J.Demers K. E., ed. New York, NY: Routledge, Taylor & Francis Group and the Association of Teacher Education; 2008:559-582.
37. Smagorinsky P.The cultural practice of reading and the standardized assessment of reading instruction: When incommensurate worlds collide.Educational Researcher. 2009;38:522-527
38. Stillman J.Teacher learning in an era of high-stakes accountability: Productive tension and critical professional practice.Teachers College Record. 2011;113:133-180
39. Stillman J.,Anderson L.To follow, reject, or flip the script.Language Arts. 2011;89 (1): 22-37
40. Sosa T.,Gomez K.Connecting teacher efficacy beliefs in promoting resilience to support of Latino students.Urban Education. 2012;47:876-909
41. TeemantA.HausmanC. (2012). Teacher pedagogy and student achievement in the context of critical sociocultural instructional coaching. [Unpublished raw data].
42. Teemant A.,Wink J.,Tyra S.Effects of coaching on teacher use of sociocultural instructional practices.Teaching and Teacher Education. 2011;27:683-693
43. Tharp R. G.The effective instruction of comprehension: Results and description of the Kamehameha early education program.Reading Research Quarterly. 1982;17:503-527
44. Tharp R. G.,Gallimore R.Rousing minds to life: Teaching, learning, and schooling in social context. New York, NY: Cambridge University Press; 1988:
45. Tharp R. G.,Estrada P.,Dalton S. S.,Yamauchi L.Teaching transformed: Achieving excellence, fairness, inclusion, and harmony. Boulder, CO: Westview Press; 2000:
46. Valli L.,Chambliss M.Creating classroom cultures: One teacher, two lessons and a high-stakes test.Anthropology and Education Quarterly. 2007;38 (1): 57-75
47. Vanderburg M.,Stephens D.The impact of literacy coaches: What teachers value and how teachers change.Elementary School Journal. 2010;111 (1): 142-163
48. Vygotsky L. S.Cole M.John-Steiner V.Scribner S.Souberman E, ed. Cambridge, MA: Harvard University Press; 1978:
49. Vygotsky L. S.Boca Raton, Florida: St. Lucie Press; 1997:
50. Walsh W. B.,Betz N. E.Tests and assessment. 1990 Tests and assessment (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.Englewood Cliffs, NJ: Prentice Hall; 1990:
51. WeiR. C.Darling-HammondL.AdamsonF. (2010). Professional development in the United States: Trends and challenges. Retrieved from http://www.nsdc.org/news/NSDCstudytechnicalreport2010.pdf
52. Willis A. I.Edupolitical research: Reading between the lines.Educational Researcher. 2009;38:528-536
53. Wills J. S.,Sandholtz J. H.Constrained professionalism: Dilemmas of teaching in the face of test-based accountability.Teachers College Record. 2009;111:106-114