Developing Adaptive Teaching Competency through Coaching.

By Franziska Vogt, M. Rogalla. 2009

253 citations recorded by the source corpus.

Abstract The research project Adaptive Teaching Competency seeks to conceptualise the processes of tuning teaching to individual students' learning needs and to empirically test, within the field of science teaching, to what extent Adaptive Teaching Competency can be fostered through teacher education. 32 primary and secondary teachers took part in an intervention to foster their Adaptive Teaching Competency based on content-focused coaching whilst 18 teachers formed the control group. Teachers receiving the coaching increased their Adaptive Teaching Competency with regard to planning and their students showed a higher learning outcome compared to the control group.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/2676ba0401ed1a9dfadbd14d53bab555737133dc

How researchers see this paper

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

In Cognitive Neuroscience

1. Aiso Heinze
2. Anke Lindmeier
3. Imke Knievel
4. M. Kraft

In Developmental and Educational Psychology

1. Aiso Heinze
2. Anke Lindmeier
3. Imke Knievel
4. David Blazar
5. Dylan Hogan
6. M. Kraft
7. Laura Desimone

In Education

1. David Blazar
2. M. Kraft
3. Dylan Hogan
4. Katie Pak
5. Aiso Heinze
6. Anke Lindmeier
7. Imke Knievel
8. Laura Desimone

Citations in the corpus

• The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence (2018, background): “…discontinuity (no qualifying studies found), an instrumental variables approach with a justifiable instrument (no qualifying studies found), or a difference-in-differences design (e.g., Biancarosa, Bryk, & Dexter, 2010; Lockwood, McCombs, & Marsh, 2010; Teemant, 2014; Vogt & Rogalla, 2009).”
• Beyond Knowledge: Measuring Primary Teachers’ Subject-Specific Competences in and for Teaching Mathematics with Items Based on Video Vignettes (2015, methodology): “…of typical teacher tasks are identified that differ in their subject- specific cognitive demands (Burns, 1984; Calderhead, 1996; Lindmeier, 2011; Vogt & Rogalla, 2009): (1) Tasks that occur during the preparation and post-processing of mathematical instruction and are characterized by…”
• The Components of Effective Professional Development Activities in terms of Teachers' Perspective (2014, unknown): “…2001; Borman & Kimball, 2005; Boyle, While, & Boyle, 2004; Collinson & Cook, 2000; Hodge & Krumm, 2009; Guskey, 2002; Mahon, 2003; Okoye, Momoh, Aigbomian, &Okecha, 2008; Palardy & Rumberger, 2008; Pedder, James, & MacBeath, 2005; Peske & Haycock, 2006; Rockoff, 2004; Vogt & Rogalla, 2009).”
• Instructional Coaching as High-Quality Professional Development (2017, background): “Coaches help teachers navigate the tricky world of aligning the design of their lessons and performance tasks with academic standards while also helping them base their instructional decisions on student diagnostic information (Vogt & Rogalla, 2009).”
• How can Coaching Make a Positive Impact Within Educational Settings (2013, background): “Instructional coaching is a specialist and content-based approach which has been shown to be effective in supporting teachers’ professional development and higher student outcomes (Cornett & Knight, 2009; Joyce & Showers, 1987; Knight, 2009; Vogt & Rogalla, 2009).”