Instructional Coaching

By C. Gallucci, Michelle D. Van Lare, Irene h. Yoon, Beth Boatright. 2010

309 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/bb0bcbcd9adb31e6dc2256d2b6ff9b7ae18b51ad

How researchers see this paper

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

In Education

1. Annela Teemant
2. Kailonnie Dunsmore
3. Julie A. Marsh
4. M. Stoolmiller
5. Melinda M. Mangin

In Information Systems and Management

1. Alice Huguet
2. Caitlin C. Farrell
3. Julie A. Marsh
4. Kailonnie Dunsmore
5. Melinda M. Mangin
6. Annela Teemant
7. Kim Schildkamp

Citations in the corpus

• Building Teachers Data-use Capacity: Insights from Strong and Developing Coaches (2014, background): “…are often expected to identify teachers that could benefit from coaching support, visit classrooms, model lessons, gather data, and connect teachers to resources which could benefit their practice (Camburn, Kimball, & Lowenhaupt, 2008; Gallucci, Van Lare, Yoon, & Boatright, 2010; Knight, 2006).”
• How the Framing of Instructional Coaching as a Lever for Systemic or Individual Reform Influences the Enactment of Coaching (2015, background): “There is some evidence to suggest that professional learning for coaches may be most effective when delivered to groups of educators that stretch across the system to include a diverse set of change agents (Gallucci et al., 2010).”
• Effects of coaching on teacher use of sociocultural instructional practices (2011, methodology): “Knight (2009c) states that typically the focus of instructional coaching includes classroom management, academic content, instruction, and/or formative assessment.”
• Balancing Fidelity with Flexibility and Fit: What Do We Really Know about Fidelity of Implementation in Schools? (2013, background): “The role of instructional coaches has been documented as an important support to enable quality implementation of research-based practices (Fixsen et al., 2005; Knight, 2009; Kretlow & Bartholomew, 2010; Reinke, Sprick, & Knight, 2009; Stein et al., 2008).”
• A Mixed-Methods Investigation of Instructional Coaching for Teachers of Diverse Learners (2014, background): “First, teachers identified district pacing guides and testing practices as “decelerators” of teaching innovation (Cornett & Knight, 2009, p. 211).”