Coaches' and Teachers' Noticing through Annotations: Exploring Analytic Stance across Coaching Cycles [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatlán, Mexico and Online, May 27-Jun 6, 2021).

Autor/inn/en	Amador, Julie M.; Choppin, Jeffrey; Gillespie, Ryan; Carson, Cyndi
Titel	Coaches' and Teachers' Noticing through Annotations: Exploring Analytic Stance across Coaching Cycles [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatlán, Mexico and Online, May 27-Jun 6, 2021).
Quelle	(2020), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Coaching (Performance); Observation; Interaction; Middle School Teachers; Faculty Development; Documentation; Mathematics Teachers; Video Technology + Suchen Sie Ihr Suchwort? Beobachtung; Interaktion; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Dokumentation; Mathematics; Mathematik
Abstract	We share results of a study on the analytic stances of coaches' and teachers' as they annotated key moments from classroom video of the teacher's lessons. In the analysis, emphasis was on the analytic stances of the coaches and how their annotations related to trends in teachers' annotations. Findings indicate differences in how coaches and teachers noticed across the coaching cycles, suggesting the annotations were influenced by the interactions between the coaches and teachers and the teachers' perceptions of coaching process. As a result of our analysis, we characterized one coach as having a high ratio of questions to suggestions, another as having annotations coded as interpretation, another as having more evaluations and suggestions, and the fourth as having asked more questions. Some teachers mirrored the analytic stance of their coach over time and other teachers shifted their analytic stance in ways that suggest they were responsive to their coach's analytic stance. [For the complete proceedings, see ED629884.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01