THE IMPACT OF ELEMENTARY MATHEMATICS COACHES ON STUDENT ACHIEVEMENT
THE IMPACT OF ELEMENTARY MATHEMATICS COACHES ON STUDENT ACHIEVEMENT
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DOI：
10.1086/657654
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发表时间：
2011-03-01
影响因子：
1.7
通讯作者：
Malkus, Nathaniel N.
中科院分区：
文献类型：
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作者：
Campbell, Patricia F.;Malkus, Nathaniel N.
小学数学教练被安置在学校，以建立领导角色，并提供现场合作的专业发展，解决数学内容，教学法和课程，以加强教学和提高学生的成绩。这项为期3年的随机对照研究发现，随着时间的推移，教练对3年级、4年级和5年级学生的成绩产生了积极的影响。在这些年级中，这种对学生成绩的显著积极影响在教练进入学校的第一年结束时并不明显，但随着知识渊博的教练获得经验以及学校的教学和行政人员学习和合作而出现。在本研究中，教练至少在入职前和入职后的第一年中，都参与了关于数学内容、教学法和指导的高度专业课程。研究结果不应被推广到缺乏专业知识的教练身上。
Elementary mathematics coaches are placed in schools to construct leadership roles and to provide on-site, collaborative professional development addressing mathematical content, pedagogy, and curriculum in an effort to enhance instruction and improve student achievement. This 3-year randomized control study found that over time coaches positively affected student achievement in grades 3, 4, and 5. In these grades, this significant positive effect on student achievement was not evident at the conclusion of the first year of placement of a coach in a school but emerged as knowledgeable coaches gained experience and as a school's instructional and administrative staffs learned and worked together. The coaches in this study engaged in a high degree of professional coursework addressing mathematics content, pedagogy, and coaching prior to and during at least their first year of placement. Findings should not be generalized to coaches with less expertise.