The Coaching of Teachers: Results of Five Training Studies

By Simon Veenman, Eddie Denessen. 2001

91 citations recorded by the source corpus.

Subfields: Applied Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5570f682618eb427647a6a9bc02091f234b4b2fa

How researchers see this paper

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

In Applied Psychology

1. Paul Hennissen
2. H. Hughes
3. Frank Crasborn
4. Susan Cantrell
5. Niels Brouwer
6. Jacy Ippolito
7. F. Korthagen
8. T. Bergen

In Developmental and Educational Psychology

1. Niels Brouwer
2. Paul Hennissen
3. H. Hughes
4. Frank Crasborn
5. Susan Cantrell
6. Jacy Ippolito
7. F. Korthagen
8. T. Bergen

In Education

1. F. Korthagen
2. Niels Brouwer
3. Paul Hennissen
4. H. Hughes
5. Frank Crasborn
6. Susan Cantrell
7. Jacy Ippolito
8. T. Bergen

Citations in the corpus

• Three Ways That Literacy Coaches Balance Responsive and Directive Relationships with Teachers (2010, background): “Differences between responsive and directive coaching stances have been noted in a subset of the coaching literature (Borman & Feger, 2006; Deussen et al., 2007; Killion, 2008; McKenna & Walpole, 2008; Smith, 2007; Steiner & Kowal, 2007; Toll, 2005, 2007; Veenman & Denessen, 2001).”
• Mapping mentor teachers' roles in mentoring dialogues (2008, methodology): “Several researchers conclude that the use of supervisory skills can be influenced by training (Crasborn et al., 2005; Evertson & Smithey, 2001; Harrison et al., 2005; Timperley, 2001; Veenman & Denessen, 2001) or by a form of coaching (Hawkey, 1998b).”
• Promoting versatility in mentor teachers’ use of supervisory skills (2008, unknown): “In order to develop as a professional, it is necessary to be able to reflect on your own behaviour (Borko & Putnam, 1995; de Jong, 2004; Korthagen, 1998, 2001; Licklider, 1995; Veenman & Denessen, 2001; Vonk, 1996).”
• Teacher Efficacy and Content Literacy Implementation: An Exploration of the Effects of Extended Professional Development with Coaching (2008, background): “…research base on coaching is still quite limited, this study confirms research suggesting that ongoing support is essential in enabling teachers to internalize innovations and to change their practice in significant ways (Marks & Gersten, 1998; Van Keer & Verhaehe, 2005; Veenman & Denessen, 2001).”
• Leadership for Literacy Coaching: The Principal’s Role in Launching a New Coaching Program (2009, background): “Veenman and Denessen (2001) describe an alternative model of coaching based on the assumption that long-term changes in instructional practice occur in response to change in students’ learning outcomes; this model focuses on directly enhancing aspects of practice that are likely to have the…”