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CCSU Theses & Dissertations
The Use of Coaching to Improve Teaching of Fractions in the Elementary Classroom
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The Use of Coaching to Improve Teaching of Fractions in the Elementary Classroom
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1179.pdf
Description
Identifier
Diss
14
Author
Emmons, Patricia A.
Title
The
Use
of
Coaching
to
Improve
Teaching
of
Fractions
in the
Elementary
Classroom
Publisher
Central Connecticut State University
Date of Publication
2005
Resource Type
Dissertation
Abstract
The
purpose
of this
qualitative
study
was to
examine
the
impact
of
individualized
coaching
on
classroom
teachers
'
mathematics
teaching
,
specifically
in the
area
of
fractions
.
Participants
took
a
pretest
to
determine
their
mathematical
background
knowledge
,
submitted
a
video
tape
of their
teaching
, and
participated
in
three
coaching
cycles
with an
experienced
classroom
teacher
who
was also the
researcher
. The
study
was
conducted
using
case
analysis
.
Interview
transcriptions
and
coaching
cycles
were
coded
using
a
grounded
theory
approach
. At the
end
of the
cycles
the
participants
took
a
post
test
and
submitted
an
additional
video
tape
of their
teaching
.
Each
participant
benefited
from the
coaching
cycles
.
Impact
was
made
in the
areas
of
content
knowledge
,
mathematical
pedagogy
, and
teaching
process
skills
.
Subject
Fractions -- Study and teaching (Elementary)
Arithmetic -- Study and teaching (Elementary)
Department
Department of Educational Leadership
Advisor
Hoffman, Nancy
Type
Text
Digital Format
application/pdf
Software
System requirements: PC and World Wide Web browser.
Language
eng
OCLC number
713734360
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