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	2005
Resource Type	Dissertation
Notes	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
Language	eng
OCLC number	713734360
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The Use of Coaching to Improve Teaching of Fractions in the Elementary Classroom