Citations (16)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (8)
Ann C. Jolly, Kristen D. Beach, Heather H. Aiken & Steven J. Amendum. (2023) The Development and Pilot of an Observation Tool to Examine Behaviors of Instructional Coaches. Journal of Educational and Psychological Consultation 0:0, pages 1-26.
Read now
Read now
Nicole Megan Edwards & Elizabeth A. Steed. (2021) Building capacity from within: a pilot peer coaching project in an early childhood program. Journal of Early Childhood Teacher Education 42:3, pages 318-344.
Read now
Read now
Dana A. Robertson, Evelyn Ford-Connors, Tia Frahm, Kristen Bock & Jeanne R. Paratore. (2020) Unpacking productive coaching interactions: identifying coaching approaches that support instructional uptake. Professional Development in Education 46:3, pages 405-423.
Read now
Read now
Maribeth Gettinger & Karen C. Stoiber. (2016) Coaching and demonstration of evidence-based book-reading practices: Effects on Head Start teachers’ literacy-related behaviors and classroom environment. Journal of Early Childhood Teacher Education 37:2, pages 117-141.
Read now
Read now
Carey Philpott. (2016) Narratives as a vehicle for mentor and tutor knowledge during feedback in initial teacher education. Teacher Development 20:1, pages 57-75.
Read now
Read now
Cathal de Paor. (2015) The use of demonstration lessons to support curriculum implementation: invitation or intrusion?. Professional Development in Education 41:1, pages 96-108.
Read now
Read now
Carey Philpott. (2014) Socioculturally situated narratives as co-authors of student teachers’ learning from experience. Teaching Education 25:4, pages 391-409.
Read now
Read now
Phuong
Thi Anh Le & Camilla Vásquez. (2011) Feedback in teacher education: mentor discourse and intern perceptions. Teacher Development 15:4, pages 453-470.
Read now
Read now
Articles from other publishers (8)
Hilmi GÖLCÜK & Servet ATİK. (2022) School Principals’ Views on Classroom Inspection. Participatory Educational Research 9:6, pages 156-172.
Crossref
Crossref
Vicki S. Collet. (2015) The Gradual Increase of Responsibility Model for coaching teachers. International Journal of Mentoring and Coaching in Education 4:4, pages 269-292.
Crossref
Crossref
Melinda M. Mangin & KaiLonnie Dunsmore. (2014) How the Framing of Instructional Coaching as a Lever for Systemic or Individual Reform Influences the Enactment of Coaching. Educational Administration Quarterly 51:2, pages 179-213.
Crossref
Crossref
Bradley S. PortinFelice Atesoglu RussellCatherine SamuelsonMichael S. Knapp. (2013) Leading Learning-Focused Teacher Leadership in Urban High Schools. Journal of School Leadership 23:2, pages 220-252.
Crossref
Crossref
Allison Atteberry & Anthony S. Bryk. (2011) Analyzing Teacher Participation in Literacy Coaching Activities. The Elementary School Journal 112:2, pages 356-382.
Crossref
Crossref
Bradley S. Portin & Michael S. Knapp. 2011. International Handbook of Leadership for Learning. International Handbook of Leadership for Learning
503
527
.
Gina Biancarosa, Anthony S. Bryk & Emily R. Dexter. (2010) Assessing the Value-Added Effects of Literacy Collaborative Professional Development on Student Learning. The Elementary School Journal 111:1, pages 7-34.
Crossref
Crossref
Susan L'Allier, Laurie Elish‐Piper & Rita M. Bean. (2011) What Matters for Elementary Literacy Coaching? Guiding Principles for Instructional Improvement and Student Achievement. The Reading Teacher 63:7, pages 544-554.
Crossref
Crossref