Search Results

1 of 1
Edit My Search | New Search | Selected Items
thumbnail image
PDF
PDF-1(424.89 kb)
Citation & Export
View statistics
Staff View

Citation & Export
Hide

Simple citation

Lekwa, Adam J. & Reddy, Linda A. & Shernoff, Elisa S. (2017). Advancing instructional coaching with teacher formative assessment and input. Literacy Program Evaluation and Development Initiatives for P-12 Teaching, 48-74. Retrieved from https://doi.org/doi:10.7282/T3833V4W

Export

Click here for information about Citation Management Tools at Rutgers.

Statistics
Hide

Description

Advancing instructional coaching with teacher formative assessment and input (2017)
Adam J. Lekwa, Linda A. Reddy, Elisa S. Shernoff
Literacy Program Evaluation and Development Initiatives for P-12 Teaching: 48-74.
Link to published version
VersionVersion of Record (VoR)
AbstractWith increased attention to teacher quality and accountability, instructional coaching has emerged as a popular form of teacher support and professional development in literacy and other areas of instruction. Despite significant interest from school personnel, researchers, and federal funders, there remains a lack of consensus around the key components and activities of instructional coaching. To that end, studies that use quantitative and qualitative methods can offer valuable information on the development and validation of coaching practices. This chapter briefly describes the Classroom Strategies Assessment System Coaching Model that draws on the adult learning and formative assessment literature. We offer key observations of educators' knowledge of and experience in instructional coaching from focus groups conducted with teachers in high-poverty, urban elementary schools. Directions for practice and research are discussed.
Persistent URLhttps://doi.org/doi:10.7282/T3833V4W
RightsCopyright for scholarly resources published in RUcore is retained by the copyright holder. By virtue of its appearance in this open access medium, you are free to use this resource, with proper attribution, in educational and other non-commercial settings. Other uses, such as reproduction or republication, may require the permission of the copyright holder.