The Impact of Literacy Coaches: What Teachers Value and How Teachers Change

By Michelle A. Vanderburg, Diane Stephens. The Elementary school journal, 2010

133 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/6ecf9991ceb9a76daf63e3e0f4abc92564cc9db8

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In Developmental and Educational Psychology

In Education

In Information Systems and Management

Citations in the corpus

Rethinking Instructional Leadership, a Review (2013, background): “Vanderburg and Stephens (2010) illustrated that teachers viewed coaches as useful when they demonstrated lessons, interpreted data, or focused on teachers’ needs.”
Instructional Coaching as High-Quality Professional Development (2017, background): “For example, Vanderburg and Stephens (2010) found that teachers valued coach-led study groups that facilitated active discussions, sharing experiences, and learning about the content taught in other grades.”
Investigating Rural Teachers' Professional Development, Instructional Knowledge, and Classroom Practice. (2016, background): “…activities that are linked to teachers’ other experiences and encourage professional communication among teachers appear to support change in teaching practice, even after the effects of enhanced knowledge and skills are taken into account (Burbank & Kauchak, 2003; Vanderburg & Stephens, 2010).”
How the Framing of Instructional Coaching as a Lever for Systemic or Individual Reform Influences the Enactment of Coaching (2015, background): “…is generally understood as a means to build capacity for change and instructional improvement, typically by providing the kinds of learning opportunities necessary to facilitate change (Cobb & Jackson, 2011; Knight, 2007; Neufeld & Roper, 2003; Poglinco & Bach, 2004; Vanderburg & Stephens, 2010).”
Reading Coaches and the Relationship Between Policy and Practice (2012, background): “Prior research has focused almost exclusively on how coaching functions to help teachers learn new approaches (Bean, 2004; Bean et al., 2010; Deussen et al., 2007; Garet et al., 2008; Marsh et al., 2008; Vanderburg & Stephens, 2010).”
A Mixed-Methods Investigation of Instructional Coaching for Teachers of Diverse Learners (2014, background): “Literacy and mathematics coaching research is becoming more rigorous, moving beyond self-report data (e.g., Biancarosa, Bryk, & Dexter, 2010; Neuman & Wright, 2010; Vanderburg & Stephens, 2010).”