Reading Coaches and the Relationship Between Policy and Practice

By Cynthia Coburn, Sarah L. Woulfin. 2012

212 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/392855a7875785cad88f434d7466759c5b967a1e

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Citations in the corpus

Using Data to Alter Instructional Practice: The Mediating Role of Coaches and Professional Learning Communities (2015, background): “In a longitudinal study of Reading First implementation, Coburn and Woulfin (2012) similarly found that teachers were more likely to make adjustments to their instruction when policy-directed changes were interpreted by a coach.”
Instructional Coaching as High-Quality Professional Development (2017, background): “Due to the complexity of this endeavor, federal, state, and district-level governments have mandated instructional coaching as a strategy for developing teacher practice (Coburn & Woulfin, 2012).”
How the Framing of Instructional Coaching as a Lever for Systemic or Individual Reform Influences the Enactment of Coaching (2015, background): “Other studies have examined coaches’ identity development (Chval et al., 2010; Rainville & Jones, 2008), the politics of coaching (Coburn & Woulfin, 2012), and the role that principals and districts play in supporting instructional coach initiatives (Mangin, 2007, 2009; Matsumura, Sartoris, Bickel,…”
Coaching for Coherence: How Instructional Coaches Lead Change in the Evaluation Era (2017, background): “Furthermore, by providing teachers with content-specific instructional expertise, coaches expand teachers’ understanding of standards and curricula to foster reform (Campbell & Malkus, 2013; Coburn & Woulfin, 2012; Lockwood, McCombs, & Marsh, 2010; Matsumura, et al., 2013).”
Building Teachers Data-use Capacity: Insights from Strong and Developing Coaches (2014, unknown): “…teachers with student data, interpreting data, applying new information to classroom practice, facilitating constructive dialogue, and identifying instructional responses (Carlisle & Berebitsky, 2011; Coburn & Woulfin, 2012; Lachat & Smith, 2005; Kruse & Zimmerman, 2012; Means et al., 2009).”
Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities (2017, background): “Studies have examined coaches’ identity development (Rainville & Jones, 2008), the politics of coaching (Coburn & Woulfin, 2012), and the conditions that support coaching, such as the role that principals and districts play in coaching (Coburn & Russell, 2008; Gibbons, Garrison, & Cobb, 2011;…”
Exploring Colleagues’ Professional Influence on Mathematics Teachers’ Learning (2014, background): “…a range of knowledge, notably including mathematical knowledge for teaching, district recommendations about curriculum implementation and pacing, and how to use results from the state-standardized tests to gain insight on student learning, etc. (e.g., Coburn & Woulfin, 2012; Feldman & Tung, 2002).”
(Re)Framing Educational Possibility: Attending to Power and Equity in Shaping Access to and within Learning Opportunities (2013, methodology): “Sociologists of education have recently used this notion of framing to study the dynamics of implementation of reforms [Coburn, 2006; Coburn & Woulfin, 2012; Grossman, 2009; Mills, 2011] and research-practice partnerships [Coburn, Bae, & Turner, 2008].”
Shaping Professional Development to Promote the Diffusion of Instructional Expertise Among Teachers (2013, background): “For example, many districts hire instructional coaches of the school faculty to support teacher learning in specific domains such as reading or mathematics (e.g., Coburn & Woulfin, 2012).”