Sentences with phrase «coggins et»

Manno and Firestone (2006) and Coggins et al. (2003) investigated the connection between teacher leader knowledge prior to assuming a teacher leader role and its effect on teacher leader practice.

Both Coggins et al. (2003) and Manno and Firestone (2006) described rigorous methodological designs and attention to protection against validity threats, increasing confidence in these findings.

The finding that content area expertise impacted teacher leaders designing and / or facilitating professional development was supported through the use of multiple data sources (Coggins et al. 2003; Manno & Firestone, 2006; Yost et al., 2009) and the inclusion of detailed descriptions in support of the reliability of data analysis strategies and instrumentation (Coggins et al. 2003; Manno & Firestone, 2006; Yost et al., 2009), providing additional confidence in the validity of this finding.

Studies from Coggins et al. (2003), Manno and Firestone (2006), Oehrtman et al. (2009), and Yost et al. (2009) suggested that teacher leaders with deeper knowledge of subject area content and pedagogy may be more likely to provide professional development than teacher leaders without content area expertise.

In a study by Coggins et al. (2003) coaches (i.e., teacher leaders) reported that they were most effective supporting their schools» reform efforts when facilitating teams of teachers in meetings that were focused on instruction (such as analysis of student achievement data and discussions of research).

Coggins et al. (2003) found that instructional coaches who felt knowledgeable about pedagogy and subject area content were more likely to provide instructional support to teachers, including designing and / or facilitating professional development.

Coggins et al. (2003) found that teacher leaders distributed resources to help teachers improve their classroom practice as they used new instructional materials.

Studies by Coggins et al. (2003), Doyle (2000), Moore (1992), and Swinnerton (2007) provided evidence that teacher leaders supported the implementation of instructional materials through communication and management of resources.

An additional set of studies reported that teacher leaders engaged in unspecified support practices in assisting teachers» implementation of instructional materials (Bliss, et al., 1995; Brown et al., 2001; Coggins et al., 2003; Cruz, 2003; National Board for Professional Teaching Standards, 2001; Spillane et al., 2001).

Not exact matches

Text by Michael Amy, Hans Christ, David Coggins, Martin Germann, Jeffrey Grove, Jan Hoet, Jeffrey Kastner, David Lynch, Charlotte Mullins et al..