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Article
Publication date: 19 September 2022

Lindsay Stoetzel and Sandra Taylor-Marshall

Across K–12 settings, instructional coaching continues to flourish as an approach to teacher professional development intended to address long-standing inequities in student…

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Abstract

Purpose

Across K–12 settings, instructional coaching continues to flourish as an approach to teacher professional development intended to address long-standing inequities in student achievement. Yet, coaching models differ in how to conceptualize change or transformation as a result of coaching efforts.

Design/methodology/approach

This case study problematizes the concept of change within one practice-based coaching program, by positing the possibilities of striving for transformational change directed at addressing educational inequities.

Findings

Qualitative methods reveal how coaching belief statements guide the burgeoning identities of beginning coaches to align to (and at times extend beyond) coaching for change through the lens of teacher practice.

Practical implications

Implications describe ways that coaching programs might utilize reflection and analysis activities to foster more equity-oriented coaching identities, regardless of coaching model.

Originality/value

Designing and facilitating authentic learning opportunities for coaches to reflect, rehearse, connect, and apply knowledge to practice as they develop their own understanding of what it means to coach for change is crucial.

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Article
Publication date: 1 January 1983

Janet L. Sims‐Wood

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the…

313

Abstract

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

Details

Reference Services Review, vol. 11 no. 1
Type: Research Article
ISSN: 0090-7324

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