This site uses cookies, tags, and tracking settings to store information that help give you the very best browsing experience. Dismiss this warning

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

Author:
Evthokia Stephanie Saclarides University of Cincinnati, OH

Search for other papers by Evthokia Stephanie Saclarides in
Current site
Google Scholar
PubMed Close
and
Sarah Theule Lubienski Indiana University

Search for other papers by Sarah Theule Lubienski in
Current site
Google Scholar
PubMed Close
Volume/Issue:
Volume 52: Issue 3
Page(s):
257–300
DOI:
https://doi.org/10.5951/jresematheduc-2020-0092
Restricted access
NCTM members GET ACCESS here
Keywords:
Mathematics coaching; Professional development

Coaching is a popular, yet costly, professional development structure. Therefore, understanding the learning opportunities coaching provides is essential. Following a framework by Campbell and Griffin (2017), we explore five elementary school teachers’ learning opportunities during 15 meetings and 23 lessons with two instructional coaches in two schools. Using Greeno’s (2005) situative perspective, we focus on coach–teacher dyads, examining the substance and depth (Coburn, 2003) of their conversations. Results indicate that most coach–teacher talk centered on logistics, whereas mathematics conversations were rare. We consider institutional contexts that shaped the dyads’ discussions, ultimately viewing the coaches and teachers as “sensible beings" (Leatham, 2006) with valid reasons for focusing discussions as they did. Coaching implications and directions for research are discussed.

Contributor Notes

Evthokia Stephanie Saclarides, School of Education, University of Cincinnati, 615 Teachers-Dyer Complex, 2610 McMicken Cir., Cincinnati, OH 45221; saclares@ucmail.uc.edu

Sarah Theule Lubienski, School of Education, Indiana University, 201 North Rose Ave., Bloomington, IN 47405; stlubien@iu.edu

  • Collapse
  • Expand
Journal for Research in Mathematics Education
Cover Journal for Research in Mathematics Education
Volume 52: Issue 3
Volume: 55 (2024)
Show Items
Volume: 54 (2023)
Show Items
Volume: 53 (2022)
Show Items
Volume: 52 (2021)
Show Items
Volume: 51 (2020)
Show Items
Volume: 50 (2019)
Show Items
Volume: 49 (2018)
Show Items
Volume: 48 (2017)
Show Items
Volume: 47 (2016)
Show Items
Volume: 46 (2015)
Show Items
Volume: 45 (2014)
Show Items
Volume: 44 (2013)
Show Items
Volume: 43 (2012)
Show Items
Volume: 42 (2011)
Show Items
Volume: 41 (2010)
Show Items
Volume: 40 (2009)
Show Items
Volume: 39 (2008)
Show Items
Volume: 38 (2007)
Show Items
Volume: 37 (2006)
Show Items
Volume: 36 (2005)
Show Items
Volume: 35 (2004)
Show Items
Volume: 34 (2003)
Show Items
Volume: 33 (2002)
Show Items
Volume: 32 (2001)
Show Items
Volume: 31 (2000)
Show Items
Volume: 30 (1999)
Show Items
Volume: 29 (1998)
Show Items
Volume: 28 (1997)
Show Items
Volume: 27 (1996)
Show Items
Volume: 26 (1995)
Show Items
Volume: 25 (1994)
Show Items
Volume: 24 (1993)
Show Items
Volume: 23 (1992)
Show Items
Volume: 22 (1991)
Show Items
Volume: 21 (1990)
Show Items
Volume: 20 (1989)
Show Items
Volume: 19 (1988)
Show Items
Volume: 18 (1987)
Show Items
Volume: 17 (1986)
Show Items
Volume: 16 (1985)
Show Items
Volume: 15 (1984)
Show Items
Volume: 14 (1983)
Show Items
Volume: 13 (1982)
Show Items
Volume: 12 (1981)
Show Items
Volume: 11 (1980)
Show Items
Volume: 10 (1979)
Show Items
Volume: 9 (1978)
Show Items
Volume: 8 (1977)
Show Items
Volume: 7 (1976)
Show Items
Volume: 6 (1975)
Show Items
Volume: 5 (1974)
Show Items
Volume: 4 (1973)
Show Items
Volume: 3 (1972)
Show Items
Volume: 2 (1971)
Show Items
Volume: 1 (1970)
Show Items
  • 1.

    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.

    • Search Google Scholar
    • Export Citation
  • 2.

    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.

    • Search Google Scholar
    • Export Citation
  • 3.

    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
    • Search Google Scholar
    • Export Citation
  • 4.

    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.

    • Search Google Scholar
    • Export Citation
  • 5.

    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
    • Search Google Scholar
    • Export Citation
  • 6.

    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.

    • Search Google Scholar
    • Export Citation
  • 7.

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

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 8.

    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
    • Search Google Scholar
    • Export Citation
  • 9.

    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
    • Search Google Scholar
    • Export Citation
  • 10.

    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
    • Search Google Scholar
    • Export Citation
  • 11.

    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
    • Search Google Scholar
    • Export Citation
  • 12.

    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
    • Search Google Scholar
    • Export Citation
  • 13.

    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.

    • Search Google Scholar
    • Export Citation
  • 14.

    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
    • Search Google Scholar
    • Export Citation
  • 15.

    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
    • Search Google Scholar
    • Export Citation
  • 16.

    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
    • Search Google Scholar
    • Export Citation
  • 17.

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

  • 18.

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

  • 19.

    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
    • Search Google Scholar
    • Export Citation
  • 20.

    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
    • Search Google Scholar
    • Export Citation
  • 21.

    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

    • Search Google Scholar
    • Export Citation
  • 22.

    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
    • Search Google Scholar
    • Export Citation
  • 23.

    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
    • Search Google Scholar
    • Export Citation
  • 24.

    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
    • Search Google Scholar
    • Export Citation
  • 25.

    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
    • Search Google Scholar
    • Export Citation
  • 26.

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

  • 27.

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

  • 28.

    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
    • Search Google Scholar
    • Export Citation
  • 29.

    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

    • Search Google Scholar
    • Export Citation
  • 30.

    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
    • Search Google Scholar
    • Export Citation
  • 31.

    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.

    • Search Google Scholar
    • Export Citation
  • 32.

    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
    • Search Google Scholar
    • Export Citation
  • 33.

    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
    • Search Google Scholar
    • Export Citation
  • 34.

    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
    • Search Google Scholar
    • Export Citation
  • 35.

    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
    • Search Google Scholar
    • Export Citation
  • 36.

    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
    • Search Google Scholar
    • Export Citation
  • 37.

    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
    • Search Google Scholar
    • Export Citation
  • 38.

    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
    • Search Google Scholar
    • Export Citation
  • 39.

    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
    • Search Google Scholar
    • Export Citation
  • 40.

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

  • 41.

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

  • 42.

    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
    • Search Google Scholar
    • Export Citation
  • 43.

    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
    • Search Google Scholar
    • Export Citation
  • 44.

    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.

    • Search Google Scholar
    • Export Citation
  • 45.

    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
    • Search Google Scholar
    • Export Citation
  • 46.

    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
    • Search Google Scholar
    • Export Citation
  • 47.

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

    • Search Google Scholar
    • Export Citation
  • 48.

    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.

    • Search Google Scholar
    • Export Citation
  • 49.

    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.

    • Search Google Scholar
    • Export Citation
  • 50.

    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.

    • Search Google Scholar
    • Export Citation
  • 51.

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

  • 52.

    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

    • Search Google Scholar
    • Export Citation
  • 53.

    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
    • Search Google Scholar
    • Export Citation
  • 54.

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

    • Search Google Scholar
    • Export Citation
  • 55.

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

    • Search Google Scholar
    • Export Citation
  • 56.

    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

  • 57.

    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.

    • Search Google Scholar
    • Export Citation
  • 58.

    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.

    • Search Google Scholar
    • Export Citation
  • 59.

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

    • Search Google Scholar
    • Export Citation
  • 60.

    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
    • Search Google Scholar
    • Export Citation
  • 61.

    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
    • Search Google Scholar
    • Export Citation
  • 62.

    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
    • Search Google Scholar
    • Export Citation
  • 63.

    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
    • Search Google Scholar
    • Export Citation
  • 64.

    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
    • Search Google Scholar
    • Export Citation
  • 65.

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

  • 66.

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

  • 67.

    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
    • Search Google Scholar
    • Export Citation
  • 68.

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

    • Search Google Scholar
    • Export Citation
  • 69.

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

  • 70.

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

  • 71.

    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
    • Search Google Scholar
    • Export Citation
  • 72.

    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
    • Search Google Scholar
    • Export Citation
Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2021
Page Count:
45
Article Category:
Research Article
Received:
17 Apr 2020
Accepted:
26 Jun 2020
Print Publication Date:
01 May 2021
Online Publication Date:
May 2021
All Time Past Year Past 30 Days
Abstract Views 2421 642 57
Full Text Views 735 113 11
PDF Downloads 1070 182 23
EPUB Downloads 0 0 0