Teachers’ Mathematics Learning Opportunities During One-on-One Coaching Conversations

Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). Jossey-Bass.

Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). Jossey-Bass.)| false
• Search Google Scholar
• Export Citation

Ball, D. L., Hill, H. C., & Bass, H. (2005, Fall). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 14–17, 20–22, 43–46.

Ball, D. L., Hill, H. C., & Bass, H. (2005, Fall). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 14–17, 20–22, 43–46.)| false
• Search Google Scholar
• Export Citation

Ball, D. L., Sleep, L., Boerst, T. A., & Bass, H. (2009). Combining the development of practice and the practice of development in teacher education. The Elementary School Journal, 109(5), 458–474. https://doi.org/10.1086/596996

• Crossref
Ball, D. L., Sleep, L., Boerst, T. A., & Bass, H. (2009). Combining the development of practice and the practice of development in teacher education. The Elementary School Journal, 109(5), 458–474. https://doi.org/10.1086/596996 10.1086/596996)| false
• Search Google Scholar
• Export Citation

Bay-Williams, J. M., & McGatha, M. B. (with Wray, J. A. & Kobett, B. M. ). (2013). Mathematics coaching: Resources and tools for coaches and leaders, K–12. Pearson.

Bay-Williams, J. M., & McGatha, M. B. (with Wray, J. A. & Kobett, B. M. ). (2013). Mathematics coaching: Resources and tools for coaches and leaders, K–12. Pearson.)| false
• Search Google Scholar
• Export Citation

Bean, R. M., Draper, J. A., Hall, V., Vandermolen, J., & Zigmond, N. (2010). Coaches and coaching in Reading First schools. The Elementary School Journal, 111(1), 87–114. https://doi.org/10.1086/653471

• Crossref
Bean, R. M., Draper, J. A., Hall, V., Vandermolen, J., & Zigmond, N. (2010). Coaches and coaching in Reading First schools. The Elementary School Journal, 111(1), 87–114. https://doi.org/10.1086/653471 10.1086/653471)| false
• Search Google Scholar
• Export Citation

Beneke, S. J., Ostrosky, M. M., & Katz, L. G. (2008). Calendar time for young children: Good intentions gone awry. Young Children, 63(3), 12–16.

Beneke, S. J., Ostrosky, M. M., & Katz, L. G. (2008). Calendar time for young children: Good intentions gone awry. Young Children, 63(3), 12–16.)| false
• Search Google Scholar
• Export Citation

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15. https://doi.org/10.3102/0013189X033008003

• Crossref
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15. https://doi.org/10.3102/0013189X033008003 10.3102/0013189X033008003)| false
• Search Google Scholar
• Export Citation

Borko, H., & Mayfield, V. (1995). The roles of the cooperating teacher and university supervisor in learning to teach. Teaching and Teacher Education, 11(5), 501–518. https://doi.org/10.1016/0742-051X(95)00008-8

• Crossref
Borko, H., & Mayfield, V. (1995). The roles of the cooperating teacher and university supervisor in learning to teach. Teaching and Teacher Education, 11(5), 501–518. https://doi.org/10.1016/0742-051X(95)00008-8 10.1016/0742-051X(95)00008-8)| false
• Search Google Scholar
• Export Citation

Campbell, P. F., & Griffin, M. J. (2017). Reflections on the promise and complexity of mathematics coaching. The Journal of Mathematical Behavior, 46, 163–176. https://doi.org/10.1016/j.jmathb.2016.12.007

• Crossref
Campbell, P. F., & Griffin, M. J. (2017). Reflections on the promise and complexity of mathematics coaching. The Journal of Mathematical Behavior, 46, 163–176. https://doi.org/10.1016/j.jmathb.2016.12.007 10.1016/j.jmathb.2016.12.007)| false
• Search Google Scholar
• Export Citation

Campbell, P. F., & Malkus, N. N. (2011). The impact of elementary mathematics coaches on student achievement. The Elementary School Journal, 111(3), 430–454. https://doi.org/10.1086/657654

• Crossref
Campbell, P. F., & Malkus, N. N. (2011). The impact of elementary mathematics coaches on student achievement. The Elementary School Journal, 111(3), 430–454. https://doi.org/10.1086/657654 10.1086/657654)| false
• Search Google Scholar
• Export Citation

Campbell, P. F., & Malkus, N. N. (2014). The mathematical knowledge and beliefs of elementary mathematics specialist-coaches. ZDM, 46(2), 213–225. https://doi.org/10.1007/s11858-013-0559-6

• Crossref
Campbell, P. F., & Malkus, N. N. (2014). The mathematical knowledge and beliefs of elementary mathematics specialist-coaches. ZDM, 46(2), 213–225. https://doi.org/10.1007/s11858-013-0559-6 10.1007/s11858-013-0559-6)| false
• Search Google Scholar
• Export Citation

Chval, K. B., Arbaugh, F., Lannin, J. K., van Garderen, D., Cummings, L., Estapa, A. T., & Huey, M. E. (2010). The transition from experienced teacher to mathematics coach: Establishing a new identity. The Elementary School Journal, 111(1), 191–216. https://doi.org/10.1086/653475

• Crossref
Chval, K. B., Arbaugh, F., Lannin, J. K., van Garderen, D., Cummings, L., Estapa, A. T., & Huey, M. E. (2010). The transition from experienced teacher to mathematics coach: Establishing a new identity. The Elementary School Journal, 111(1), 191–216. https://doi.org/10.1086/653475 10.1086/653475)| false
• Search Google Scholar
• Export Citation

Cobb, P., & Jackson, K. (2011). Towards an empirically grounded theory of action for improving the quality of mathematics teaching at scale. Mathematics Teacher Education and Development, 13(1), 6–33.

Cobb, P., & Jackson, K. (2011). Towards an empirically grounded theory of action for improving the quality of mathematics teaching at scale. Mathematics Teacher Education and Development, 13(1), 6–33.)| false
• Search Google Scholar
• Export Citation

Coburn, C. E. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change. Educational Researcher, 32(6), 3–12. https://doi.org/10.3102/0013189X032006003

• Crossref
Coburn, C. E. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change. Educational Researcher, 32(6), 3–12. https://doi.org/10.3102/0013189X032006003 10.3102/0013189X032006003)| false
• Search Google Scholar
• Export Citation

Coburn, C. E., & Russell, J. L. (2008). District policy and teachers’ social networks. Educational Evaluation and Policy Analysis, 30(3), 203–235. https://doi.org/10.3102/0162373708321829

• Crossref
Coburn, C. E., & Russell, J. L. (2008). District policy and teachers’ social networks. Educational Evaluation and Policy Analysis, 30(3), 203–235. https://doi.org/10.3102/0162373708321829 10.3102/0162373708321829)| false
• Search Google Scholar
• Export Citation

Coburn, C. E., & Woulfin, S. L. (2012). Reading coaches and the relationship between policy and practice. Reading Research Quarterly, 47(1), 5–30. https://doi.org/10.1002/RRQ.008

• Crossref
Coburn, C. E., & Woulfin, S. L. (2012). Reading coaches and the relationship between policy and practice. Reading Research Quarterly, 47(1), 5–30. https://doi.org/10.1002/RRQ.008 10.1002/RRQ.008)| false
• Search Google Scholar
• Export Citation

Costa, A. L., & Garmston, R. J. (1994). Cognitive coaching: A foundation for renaissance schools. Christopher-Gordon.

Costa, A. L., & Garmston, R. J. (1994). Cognitive coaching: A foundation for renaissance schools. Christopher-Gordon.)| false
• Search Google Scholar
• Export Citation

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.)| false
• Search Google Scholar
• Export Citation

Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140

• Crossref
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140 10.3102/0013189X08331140)| false
• Search Google Scholar
• Export Citation

Desimone, L. M., & Pak, K. (2017). Instructional coaching as high-quality professional development. Theory Into Practice, 56(1), 3–12. https://doi.org/10.1080/00405841.2016.1241947

• Crossref
Desimone, L. M., & Pak, K. (2017). Instructional coaching as high-quality professional development. Theory Into Practice, 56(1), 3–12. https://doi.org/10.1080/00405841.2016.1241947 10.1080/00405841.2016.1241947)| false
• Search Google Scholar
• Export Citation

Deussen, T., Coskie, T., Robinson, L., & Autio, E. (2007). “Coach" can mean many things: Five categories of literacy coaches in Reading First (Issues & Answers Report, REL 2007-No. 005). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northwest. https://ies.ed.gov/ncee/edlabs/regions/northwest/pdf/REL_2007005.pdf

Deussen, T., Coskie, T., Robinson, L., & Autio, E. (2007). “Coach" can mean many things: Five categories of literacy coaches in Reading First (Issues & Answers Report, REL 2007-No. 005). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northwest. https://ies.ed.gov/ncee/edlabs/regions/northwest/pdf/REL_2007005.pdf )| false
• Search Google Scholar
• Export Citation

Drake, C., Spillane, J. P., & Hufferd-Ackles, K. (2001). Storied identities: Teacher learning and subject-matter context. Journal of Curriculum Studies, 33(1), 1–23. https://doi.org/10.1080/00220270119765

• Crossref
Drake, C., Spillane, J. P., & Hufferd-Ackles, K. (2001). Storied identities: Teacher learning and subject-matter context. Journal of Curriculum Studies, 33(1), 1–23. https://doi.org/10.1080/00220270119765 10.1080/00220270119765)| false
• Search Google Scholar
• Export Citation

Eick, C. J., Ware, F. N., & Williams, P. G. (2003). Coteaching in a science methods course: A situated learning model of becoming a teacher. Journal of Teacher Education, 54(1), 74–85. https://doi.org/10.1177/0022487102238659

• Crossref
Eick, C. J., Ware, F. N., & Williams, P. G. (2003). Coteaching in a science methods course: A situated learning model of becoming a teacher. Journal of Teacher Education, 54(1), 74–85. https://doi.org/10.1177/0022487102238659 10.1177/0022487102238659)| false
• Search Google Scholar
• Export Citation

Ellington, A., Whitenack, J., & Edwards, D. (2017). Effectively coaching middle school teachers: A case for teacher and student learning. The Journal of Mathematical Behavior, 46, 177–195. https://doi.org/10.1016/j.jmathb.2016.12.012

• Crossref
Ellington, A., Whitenack, J., & Edwards, D. (2017). Effectively coaching middle school teachers: A case for teacher and student learning. The Journal of Mathematical Behavior, 46, 177–195. https://doi.org/10.1016/j.jmathb.2016.12.012 10.1016/j.jmathb.2016.12.012)| false
• Search Google Scholar
• Export Citation

Ethridge, E. A., & King, J. R. (2005). Calendar math in preschool and primary classrooms: Questioning the curriculum. Early Childhood Education Journal, 32(5), 291–296. https://doi.org/10.1007/s10643-005-4398-0

• Crossref
Ethridge, E. A., & King, J. R. (2005). Calendar math in preschool and primary classrooms: Questioning the curriculum. Early Childhood Education Journal, 32(5), 291–296. https://doi.org/10.1007/s10643-005-4398-0 10.1007/s10643-005-4398-0)| false
• Search Google Scholar
• Export Citation

Every Student Succeeds Act, 20 U.S.C. § 6301 (2015). https://www.congress.gov/114/plaws/publ95/PLAW-114publ95.pdf

Fennell, F. (1978). The Developing Elementary Mathematics Enthusiasts (DEME) project. Maryland Higher Education Commission.

Fennell, F. (1978). The Developing Elementary Mathematics Enthusiasts (DEME) project. Maryland Higher Education Commission.)| false
• Search Google Scholar
• Export Citation

Fuson, K. C., Carroll, W. M., & Drueck, J. V. (2000). Achievement results for second and third graders using the Standards-based curriculum Everyday Mathematics. Journal for Research in Mathematics Education, 31(3), 277–295. https://doi.org/10.2307/749808

• Crossref
Fuson, K. C., Carroll, W. M., & Drueck, J. V. (2000). Achievement results for second and third graders using the Standards-based curriculum Everyday Mathematics . Journal for Research in Mathematics Education, 31(3), 277–295. https://doi.org/10.2307/749808 10.2307/749808)| false
• Search Google Scholar
• Export Citation

Gallimore, R., Tharp, R. G., & John-Steiner, V. (1992). The developmental and sociocultural foundations of mentoring [Information analysis]. Institute for Urban Minority Education. https://eric.ed.gov/?id=ED354292

Gallimore, R., Tharp, R. G., & John-Steiner, V. (1992). The developmental and sociocultural foundations of mentoring [Information analysis]. Institute for Urban Minority Education. https://eric.ed.gov/?id=ED354292 )| false
• Search Google Scholar
• Export Citation

Gibbons, L. K., & Cobb, P. (2017). Focusing on teacher learning opportunities to identify potentially productive coaching activities. Journal of Teacher Education, 68(4), 411–425. https://doi.org/10.1177/0022487117702579

• Crossref
Gibbons, L. K., & Cobb, P. (2017). Focusing on teacher learning opportunities to identify potentially productive coaching activities. Journal of Teacher Education, 68(4), 411–425. https://doi.org/10.1177/0022487117702579 10.1177/0022487117702579)| false
• Search Google Scholar
• Export Citation

Gibbons, L. K., & Okun, A. (2019, April 5–9). Teacher Time-Out: Supporting collective experimentation inside practice [Paper presentation]. American Educational Research Association, Toronto, ON, Canada.

Gibbons, L. K., & Okun, A. (2019, April 5–9). Teacher Time-Out: Supporting collective experimentation inside practice [Paper presentation]. American Educational Research Association, Toronto, ON, Canada.)| false
• Search Google Scholar
• Export Citation

Gibbons, L. K., Kazemi, E., & Lewis, R. M. (2017). Developing collective capacity to improve mathematics instruction: Coaching as a lever for school-wide improvement. The Journal of Mathematical Behavior, 46, 231–250. https://doi.org/10.1016/j.jmathb.2016.12.002

• Crossref
Gibbons, L. K., Kazemi, E., & Lewis, R. M. (2017). Developing collective capacity to improve mathematics instruction: Coaching as a lever for school-wide improvement. The Journal of Mathematical Behavior, 46, 231–250. https://doi.org/10.1016/j.jmathb.2016.12.002 10.1016/j.jmathb.2016.12.002)| false
• Search Google Scholar
• Export Citation

Greeno, J. G. (2005). Learning in activity. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 79–96). Cambridge University Press. https://doi.org/10.1017/CBO9780511816833.007

• Crossref
Greeno, J. G. (2005). Learning in activity. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 79–96). Cambridge University Press. https://doi.org/10.1017/CBO9780511816833.007 10.1017/CBO9780511816833.007)| false
• Search Google Scholar
• Export Citation

Greeno, J. G., & Gresalfi, M. S. (2008). Opportunities to learn in practice and identity. In P. A. Moss, D. C. Pullin, J. P. Gee, E. H. Haertel, & L. J. Young (Eds.), Assessment, equity, and opportunity to learn (pp. 170–199). Cambridge University Press. https://doi.org/10.1017/CBO9780511802157.009

• Crossref
Greeno, J. G., & Gresalfi, M. S. (2008). Opportunities to learn in practice and identity. In P. A. Moss, D. C. Pullin, J. P. Gee, E. H. Haertel, & L. J. Young (Eds.), Assessment, equity, and opportunity to learn (pp. 170–199). Cambridge University Press. https://doi.org/10.1017/CBO9780511802157.009 10.1017/CBO9780511802157.009)| false
• Search Google Scholar
• Export Citation

Harbour, K. E., Adelson, J. L., Karp, K. S., & Pittard, C. M. (2018). Examining the relationships among mathematics coaches and specialists, student achievement, and disability status: A multilevel analysis using National Assessment of Educational Progress data. The Elementary School Journal, 118(4), 654–679. https://doi.org/10.1086/697529

• Crossref
Harbour, K. E., Adelson, J. L., Karp, K. S., & Pittard, C. M. (2018). Examining the relationships among mathematics coaches and specialists, student achievement, and disability status: A multilevel analysis using National Assessment of Educational Progress data. The Elementary School Journal, 118(4), 654–679. https://doi.org/10.1086/697529 10.1086/697529)| false
• Search Google Scholar
• Export Citation

Harbour, K. E., & Saclarides, E. S. (2020). Math coaches, specialists, and student achievement: Learning from the data. Phi Delta Kappan, 102(3), 42–45. https://doi.org/10.1177/0031721720970701

• Crossref
Harbour, K. E., & Saclarides, E. S. (2020). Math coaches, specialists, and student achievement: Learning from the data. Phi Delta Kappan, 102(3), 42–45. https://doi.org/10.1177/0031721720970701 10.1177/0031721720970701)| false
• Search Google Scholar
• Export Citation

Hill, H. C. (2004). Professional development standards and practices in elementary school mathematics. The Elementary School Journal, 104(3), 215–231. https://doi.org/10.1086/499750

• Crossref
Hill, H. C. (2004). Professional development standards and practices in elementary school mathematics. The Elementary School Journal, 104(3), 215–231. https://doi.org/10.1086/499750 10.1086/499750)| false
• Search Google Scholar
• Export Citation

Hopkins, M., Ozimek, D., & Sweet, T. M. (2017). Mathematics coaching and instructional reform: Individual and collective change. The Journal of Mathematical Behavior, 46, 215–230. https://doi.org/10.1016/j.jmathb.2016.11.003

• Crossref
Hopkins, M., Ozimek, D., & Sweet, T. M. (2017). Mathematics coaching and instructional reform: Individual and collective change. The Journal of Mathematical Behavior, 46, 215–230. https://doi.org/10.1016/j.jmathb.2016.11.003 10.1016/j.jmathb.2016.11.003)| false
• Search Google Scholar
• Export Citation

Jaworski, B. (2001). Developing mathematics teaching: Teachers, teacher educators, and researchers as co-learners. In F.-L. Lin & T. J. Cooney (Eds.), Making sense of mathematics teacher education (pp. 295–320). Kluwer. https://doi.org/10.1007/978-94-010-0828-0_14

• Crossref
Jaworski, B. (2001). Developing mathematics teaching: Teachers, teacher educators, and researchers as co-learners. In F.-L. Lin & T. J. Cooney (Eds.), Making sense of mathematics teacher education (pp. 295–320). Kluwer. https://doi.org/10.1007/978-94-010-0828-0_14 10.1007/978-94-010-0828-0_14)| false
• Search Google Scholar
• Export Citation

Knight, D. S. (2012). Assessing the cost of instructional coaching. Journal of Education Finance, 38(1), 52–80.

Knight, D. S. (2012). Assessing the cost of instructional coaching. Journal of Education Finance, 38(1), 52–80.)| false
• Search Google Scholar
• Export Citation

Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Corwin.

Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Corwin.)| false
• Search Google Scholar
• Export Citation

Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268

• Crossref
Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268 10.3102/0034654318759268)| false
• Search Google Scholar
• Export Citation

Leatham, K. R. (2006). Viewing mathematics teachers’ beliefs as sensible systems. Journal of Mathematics Teacher Education, 9(1), 91–102. https://doi.org/10.1007/s10857-006-9006-8

• Crossref
Leatham, K. R. (2006). Viewing mathematics teachers’ beliefs as sensible systems. Journal of Mathematics Teacher Education, 9(1), 91–102. https://doi.org/10.1007/s10857-006-9006-8 10.1007/s10857-006-9006-8)| false
• Search Google Scholar
• Export Citation

Lord, B., Cress, K., & Miller, B. (2008). Teacher leadership in support of large-scale mathematics and science education reform. In M. M. Mangin & S. R. Stoelinga (Eds.), Effective teacher leadership: Using research to inform and reform (pp. 55–76). Teachers College Press.

Lord, B., Cress, K., & Miller, B. (2008). Teacher leadership in support of large-scale mathematics and science education reform. In M. M. Mangin & S. R. Stoelinga (Eds.), Effective teacher leadership: Using research to inform and reform (pp. 55–76). Teachers College Press.)| false
• Search Google Scholar
• Export Citation

Mangin, M. M. (2009). Literacy coach role implementation: How district context influences reform efforts. Educational Administration Quarterly, 45(5), 759–792. https://doi.org/10.1177/0013161X09347731

• Crossref
Mangin, M. M. (2009). Literacy coach role implementation: How district context influences reform efforts. Educational Administration Quarterly, 45(5), 759–792. https://doi.org/10.1177/0013161X09347731 10.1177/0013161X09347731)| false
• Search Google Scholar
• Export Citation

Marsh, J. A., Sloan McCombs, J., & Martorell, F. (2010). How instructional coaches support data-driven decision making: Policy implementation and effects in Florida middle schools. Educational Policy, 24(6), 872–907. https://doi.org/10.1177/0895904809341467

• Crossref
Marsh, J. A., Sloan McCombs, J., & Martorell, F. (2010). How instructional coaches support data-driven decision making: Policy implementation and effects in Florida middle schools. Educational Policy, 24(6), 872–907. https://doi.org/10.1177/0895904809341467 10.1177/0895904809341467)| false
• Search Google Scholar
• Export Citation

Martin, T. S., & Herrera, T. (2007). Mathematics teaching today: Improving practice, improving student learning (2nd ed.). National Council of Teachers of Mathematics.

Martin, T. S., & Herrera, T. (2007). Mathematics teaching today: Improving practice, improving student learning (2nd ed.). National Council of Teachers of Mathematics.)| false
• Search Google Scholar
• Export Citation

McGatha, M. B. (2017). Elementary mathematics specialists: Ensuring the intersection of research and practice. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 68–79). Hoosier Association of Mathematics Teacher Educators.

McGatha, M. B. (2017). Elementary mathematics specialists: Ensuring the intersection of research and practice. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 68–79). Hoosier Association of Mathematics Teacher Educators.)| false
• Search Google Scholar
• Export Citation

Munson, J., & Dyer, E. (2020). Collaborative sensemaking through side-by-side coaching: Examining in-the-moment discursive reasoning opportunities for teachers and coaches. In M. Gresalfi & I. S. Horn (Eds.), Proceedings of the 14th International Conference of the Learning Sciences (Vol. 4, pp. 1831–1838). International Society of the Learning Sciences.

Munson, J., & Dyer, E. (2020). Collaborative sensemaking through side-by-side coaching: Examining in-the-moment discursive reasoning opportunities for teachers and coaches. In M. Gresalfi & I. S. Horn (Eds.), Proceedings of the 14th International Conference of the Learning Sciences (Vol. 4, pp. 1831–1838). International Society of the Learning Sciences.)| false
• Search Google Scholar
• Export Citation

Murphy, C., & Beggs, J. (2005). Co-teaching as an approach to enhance science learning and teaching in primary schools. The Science Education Review, 5(2), 63:1–63:10.

Murphy, C., & Beggs, J. (2005). Co-teaching as an approach to enhance science learning and teaching in primary schools. The Science Education Review, 5(2), 63:1–63:10.)| false
• Search Google Scholar
• Export Citation

National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all.

National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all.)| false
• Search Google Scholar
• Export Citation

National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. U.S. Department of Education. http://www2.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf

National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. U.S. Department of Education. http://www2.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf )| false
• Search Google Scholar
• Export Citation

Neuberger, J. (2012). Benefits of a teacher and coach collaboration: A case study. The Journal of Mathematical Behavior, 31(2), 290–311. https://doi.org/10.1016/j.jmathb.2011.12.004

• Crossref
Neuberger, J. (2012). Benefits of a teacher and coach collaboration: A case study. The Journal of Mathematical Behavior, 31(2), 290–311. https://doi.org/10.1016/j.jmathb.2011.12.004 10.1016/j.jmathb.2011.12.004)| false
• Search Google Scholar
• Export Citation

Olson, J. C. (2005). Evoking pedagogical curiosity: A coaching approach to support teacher’s professional growth. The Mathematics Educator, 8(2), 84–94.

Olson, J. C. (2005). Evoking pedagogical curiosity: A coaching approach to support teacher’s professional growth. The Mathematics Educator, 8(2), 84–94.)| false
• Search Google Scholar
• Export Citation

Olson, J., & Barrett, J. (2004). Coaching teachers to implement mathematics reform recommendations. Mathematics Teacher Education and Development, 6, 63–80.

Olson, J., & Barrett, J. (2004). Coaching teachers to implement mathematics reform recommendations. Mathematics Teacher Education and Development, 6, 63–80.)| false
• Search Google Scholar
• Export Citation

Parks, A. (2008, January 30). Calendar Time must die. My NCTM. https://my.nctm.org/blogs/amy-parks/2018/01/30/calendar-time-must-die

Parks, A. (2008, January 30). Calendar Time must die. My NCTM . https://my.nctm.org/blogs/amy-parks/2018/01/30/calendar-time-must-die )| false
• Search Google Scholar
• Export Citation

Peterson, B., Williams, S. R., & Durrant, V. (2005). Factors that affect mathematical discussion among secondary student teachers and their cooperating teachers. New England Mathematics Journal, 37(2), 41–49.

Peterson, B., Williams, S. R., & Durrant, V. (2005). Factors that affect mathematical discussion among secondary student teachers and their cooperating teachers. New England Mathematics Journal, 37(2), 41–49.)| false
• Search Google Scholar
• Export Citation

Poglinco, S. M., Bach, A. J., Hovde, K., Rosenblum, S., Saunders, M., & Supovitz, J. A. (2003). The heart of the matter: The coaching model in America’s Choice schools. Consortium for Policy Research in Education.

Poglinco, S. M., Bach, A. J., Hovde, K., Rosenblum, S., Saunders, M., & Supovitz, J. A. (2003). The heart of the matter: The coaching model in America’s Choice schools. Consortium for Policy Research in Education.)| false
• Search Google Scholar
• Export Citation

Polly, D. (2012). Supporting mathematics instruction with an expert coaching model. Mathematics Teacher Education and Development, 14(1), 78–93.

Polly, D. (2012). Supporting mathematics instruction with an expert coaching model. Mathematics Teacher Education and Development, 14(1), 78–93.)| false
• Search Google Scholar
• Export Citation

Raia, F. (2018). Identity, tools and existential spaces. Learning, Culture and Social Interaction, 19, 74–95. https://doi.org/10.1016/j.lcsi.2018.04.014

• Crossref
Raia, F. (2018). Identity, tools and existential spaces. Learning, Culture and Social Interaction, 19, 74–95. https://doi.org/10.1016/j.lcsi.2018.04.014 10.1016/j.lcsi.2018.04.014)| false
• Search Google Scholar
• Export Citation

Raia, F., & Smith, M. S. (2020). Practitioners’ noticing and know-how in multi-activity practice of patient care and teaching and learning. Cognition and Instruction, 38(4), 445–473. https://doi.org/10.1080/07370008.2020.1782411

• Crossref
Raia, F., & Smith, M. S. (2020). Practitioners’ noticing and know-how in multi-activity practice of patient care and teaching and learning. Cognition and Instruction, 38(4), 445–473. https://doi.org/10.1080/07370008.2020.1782411 10.1080/07370008.2020.1782411)| false
• Search Google Scholar
• Export Citation

Saclarides, E. S., & Lubienski, S. T. (2018). Tensions in teacher choice and professional development. Phi Delta Kappan, 100(3), 55–58. https://doi.org/10.1177/0031721718808266

• Crossref
Saclarides, E. S., & Lubienski, S. T. (2018). Tensions in teacher choice and professional development. Phi Delta Kappan, 100(3), 55–58. https://doi.org/10.1177/0031721718808266 10.1177/0031721718808266)| false
• Search Google Scholar
• Export Citation

Saclarides, E. S., & Lubienski, S. T. (2020). The influence of administrative policies and expectations on coach-teacher interactions. The Elementary School Journal, 120(3), 528–554. https://doi.org/10.1086/707196

• Crossref
Saclarides, E. S., & Lubienski, S. T. (2020). The influence of administrative policies and expectations on coach-teacher interactions. The Elementary School Journal, 120(3), 528–554. https://doi.org/10.1086/707196 10.1086/707196)| false
• Search Google Scholar
• Export Citation

Scantlebury, K., Gallo-Fox, J., & Wassell, B. (2008). Coteaching as a model for preservice secondary science teacher education. Teaching and Teacher Education, 24(4), 967–981. https://doi.org/10.1016/j.tate.2007.10.008

• Crossref
Scantlebury, K., Gallo-Fox, J., & Wassell, B. (2008). Coteaching as a model for preservice secondary science teacher education. Teaching and Teacher Education, 24(4), 967–981. https://doi.org/10.1016/j.tate.2007.10.008 10.1016/j.tate.2007.10.008)| false
• Search Google Scholar
• Export Citation

Showers, B., & Joyce, B. (1996). The evolution of peer coaching. Educational Leadership, 53(6), 12–16.

Showers, B., & Joyce, B. (1996). The evolution of peer coaching. Educational Leadership, 53(6), 12–16.)| false
• Search Google Scholar
• Export Citation

Tobin, K., & Roth, W.-M. (2006). Teaching to learn: A view from the field. Sense. https://doi.org/10.1163/9789087901646

• Crossref
Tobin, K., & Roth, W.-M. (2006). Teaching to learn: A view from the field. Sense. https://doi.org/10.1163/9789087901646 10.1163/9789087901646)| false
• Search Google Scholar
• Export Citation

Vanderburg, M., & Stephens, D. (2010). The impact of literacy coaches: What teachers value and how teachers change. The Elementary School Journal, 111(1), 141–163. https://doi.org/10.1086/653473

• Crossref
Vanderburg, M., & Stephens, D. (2010). The impact of literacy coaches: What teachers value and how teachers change. The Elementary School Journal, 111(1), 141–163. https://doi.org/10.1086/653473 10.1086/653473)| false
• Search Google Scholar
• Export Citation

Walker, E. N. (2007). Rethinking professional development for elementary mathematics teachers. Teacher Education Quarterly, 34(3), 113–134.

Walker, E. N. (2007). Rethinking professional development for elementary mathematics teachers. Teacher Education Quarterly, 34(3), 113–134.)| false
• Search Google Scholar
• Export Citation

Weiss, R. S. (1995). Learning from strangers: The art and method of qualitative interview studies. Free Press.

Weiss, R. S. (1995). Learning from strangers: The art and method of qualitative interview studies. Free Press.)| false
• Search Google Scholar
• Export Citation

West, L., & Staub, F. C. (2003). Content-focused coaching: Transforming mathematics lessons. Heinemann.

West, L., & Staub, F. C. (2003). Content-focused coaching: Transforming mathematics lessons. Heinemann.)| false
• Search Google Scholar
• Export Citation

Yopp, D. A., Burroughs, E. A., Sutton, J. T., & Greenwood, M. C. (2019). Variations in coaching knowledge and practice that explain elementary and middle school mathematics teacher change. Journal of Mathematics Teacher Education, 22(1), 5–36. https://doi.org/10.1007/s10857-017-9373-3

• Crossref
Yopp, D. A., Burroughs, E. A., Sutton, J. T., & Greenwood, M. C. (2019). Variations in coaching knowledge and practice that explain elementary and middle school mathematics teacher change. Journal of Mathematics Teacher Education, 22(1), 5–36. https://doi.org/10.1007/s10857-017-9373-3 10.1007/s10857-017-9373-3)| false
• Search Google Scholar
• Export Citation

Zaslavsky, O., & Leikin, R. (2004). Professional development of mathematics teacher educators: Growth through practice. Journal of Mathematics Teacher Education, 7(1), 5–32. https://doi.org/10.1023/B:JMTE.0000009971.13834.e1

• Crossref
Zaslavsky, O., & Leikin, R. (2004). Professional development of mathematics teacher educators: Growth through practice. Journal of Mathematics Teacher Education, 7(1), 5–32. https://doi.org/10.1023/B:JMTE.0000009971.13834.e1 10.1023/B:JMTE.0000009971.13834.e1)| false
• Search Google Scholar
• Export Citation