Coaches and Coaching in Reading First Schools: A Reality Check

By R. Bean, Jason Draper, V. Hall, Jill Vandermolen, N. Zigmond. The Elementary school journal, 2010

148 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/156f23c242a216516862124accc6ded819a7297a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Cynthia Coburn
2. Christine M. Neumerski
3. Paul Cobb
4. Alice Huguet
5. Caitlin C. Farrell
6. Julie A. Marsh
7. Lynsey K. Gibbons
8. Laura Desimone

In Education

1. Lynsey K. Gibbons
2. Paul Cobb
3. Katie Pak
4. Sarah L. Woulfin
5. Christine M. Neumerski
6. Kailonnie Dunsmore
7. Laura Desimone
8. Cynthia Coburn

Citations in the corpus

• Instructional Coaching as High-Quality Professional Development (2017, background): “Further, teachers frequently have multiple points of interaction with their coach—in addition to conversing with them in a one-on-one setting, they may encounter them in grade-level meetings, school-based PD, administration of student assessment, or just around the school as coaches perform extraneo”
• Building Teachers Data-use Capacity: Insights from Strong and Developing Coaches (2014, background): “Research suggests that a principal who is actively supportive of an instructional leadership position may be associated with increased effectiveness (Bean et al., 2010; Mangin, 2007, 2008).”
• Content-Focused Coaching: Five Key Practices (2016, background): “Therefore, they may act to increase their perceived value to teachers by engaging in the following activities: providing resources, testing students, finding websites for student use, or sharing professional publications (Bean et al., 2010; Killion, 2008).”
• Reading Coaches and the Relationship Between Policy and Practice (2012, background): “Additionally, coaches provide general assistance to the school principal and work directly with children (Bean et al., 2010; Deussen et al., 2007; Marsh et al., 2010).”
• How the Framing of Instructional Coaching as a Lever for Systemic or Individual Reform Influences the Enactment of Coaching (2015, background): “Other studies indicate that coaches spend relatively little time working with teachers, reporting percentages as low as 28% (Deussen et al., 2007) and 35.7% (Bean et al., 2010) on average.”
• Rethinking Instructional Leadership, a Review (2013, background): “Bean, Draper, and Hall (2010) found coaches never engaged in all four steps.”