The Transition from Experienced Teacher to Mathematics Coach: Establishing a New Identity

By Kathryn B. Chval, F. Arbaugh, John Lannin, Delinda van Garderen, L. Cummings, Anne Estapa, Maryann Huey. The Elementary school journal, 2010

111 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/bf77845ba9f18cc6e0323ed4cf123b2b31bd6b4e

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. H. Hill
2. Kailonnie Dunsmore
3. M. Kraft
4. Melinda M. Mangin
5. Charalambos Y. Charalambous
6. Y. Copur-Gencturk
7. Christopher Redding
8. Deborah Loewenberg Ball

In Sociology and Political Science

1. H. Hill
2. M. Kraft
3. Kailonnie Dunsmore
4. Melinda M. Mangin

Citations in the corpus

• 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,…”
• Developing Ambitious Mathematics Instruction Through Web-Based Coaching: A Randomized Field Trial (2019, background): “For instance, site-based coaches’ time for working one-on-one with teachers is often diverted to non-instructional duties such as administrative tasks and substitute teaching (Chval et al., 2010).”