Understanding teacher resistance to instructional coaching

Jacobs, Jennifer; Boardman, Alison G.; Potvin, Ashley Seidel; Wang, Chao

doi:10.1080/19415257.2017.1388270

Cited by 38 publications

(29 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The current study contains certain limitations given it consisted of a single teacher paired with a single coach. The findings presented should therefore not be viewed as generalizable, but rather as a response to calls in the literature for more in-depth, qualitive inquiries that examine teacher-coaching partnerships (Desimone & Pak, 2017;Jacobs et al, 2018). Analysis of the data presented did answer the study's single research question by exhibiting the unforeseen outcomes of executing reflective-based coaching support with an elementary teacher during implementation of an integrated unit; though only by examining a single case.…”

Section: Limitationsmentioning

confidence: 89%

“…The field would benefit from more nuanced and intricate studies that exemplify how coaches interact with elementary teachers around science and integrated science, technology, engineering, and mathematics [STEM] teaching, as well as explorations into teachers' perceived value of a coach's role while promoting change (Campbell & Malkus, 2011;Desimone & Pak, 2017;Jacobs, Boardman, Potvin, & Wang, 2018). Limited research exists that investigates how coaches navigate simultaneous pressures (e.g.…”

Section: Research Rationalementioning

confidence: 99%

“…Furthermore, it should not be surprising that "the act of analyzing one's actions, decisions, or products by focusing on our process of achieving them" (Killion & Todnem, 1991;p. 15) might position a coach in problematic territory given the underlying premise insinuates individual change is needed; a reality that may result in teacher resistance (Jacobs et al, 2018). In brief, reflective practice should ultimately strive for "constructive dialogue, [while] viewing issues and events from different perspectives, generating ideas, solving problems, managing and learning from conflict, and making decisions" (York-Barr, Sommers, & Ghere, 2006;p.…”

Section: Teacher-coach Relationshipsmentioning

confidence: 99%

“…As highlighted in the current study (and as advocated for recently), a need persists to investigate how multiple teachers might respond to differentiated coaching support. Jacobs et al (2018) have proposed that appropriately involving teachers in decisions regarding potential instructional supports may improve their "sense of agency" (e.g. identifying a preference to work with a former elementary teacher or a content expert).…”

Section: Conclusion: Implications and Future Researchmentioning

confidence: 99%

See 3 more Smart Citations

Missed expectations: teacher and coach tensions at the boundary of STEM integration in an elementary classroom

McFadden

Roehrig

2020

Discip Interdscip Sci Educ Res

View full text Add to dashboard Cite

The current study explored how a STEM coach supported an elementary teacher during the implementation of an integrated curriculum that culminated with an engineering design challenge. The findings of the case study reported, detail how the reflective nature of the coaching moves employed failed to fully meet the needs of the teacher given the distinct challenges that arose upon implementation of the co-developed curriculum. By closely examining two primary data sources: (1) five extended coaching sessions, and (2) the coach's pre-post coaching log reflections; analysis identifies and explores how the pair's missed expectations produced unanticipated tensions that hindered the potentials of the teacher-coach relationship. Insights related to an elementary teacher's conceptions of STEM integration are also revealed within the data presented. Finally, analysis enabled discussion of strategies that might be employed to strategically support elementary teachers working with coaches; specifically exploring how differentiated supports based on prior experiences might be instituted.

show abstract

Section: Limitationsmentioning

confidence: 89%

Section: Research Rationalementioning

confidence: 99%

Section: Teacher-coach Relationshipsmentioning

confidence: 99%

Section: Conclusion: Implications and Future Researchmentioning

confidence: 99%

See 2 more Smart Citations

Missed expectations: teacher and coach tensions at the boundary of STEM integration in an elementary classroom

McFadden

Roehrig

2020

Discip Interdscip Sci Educ Res

View full text Add to dashboard Cite

show abstract

“…Research on schools whose historically marginalized students demonstrate increasingly successful learning outcomes indicates that their principals actively reform the school curriculum to become more culturally responsive (Sleeter, 2012), and move their teachers from a defensive resistance attitude (Jacobs, Boardman, Potvin, & Wang, 2018) to a sense of pride and empowerment, resulting from their students' success (Balkar, 2015). Eliminating deficit mindsets and supporting diverse students' funds of knowledge and community cultural wealth (Kiyama, Rios-Aguilar & Sarubbi, 2018;Yosso, 2005) are additional requisite leadership responsibilities to guide schools and districts that genuinely welcome all students and families.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Activism in Practice: The Influence of a Rural School Leader’s Beliefs and Practices in Disrupting Historical Patterns of Underachievement in Traditionally Marginalized Students

Hesbol

Bartee

Amiri

2020

View full text Add to dashboard Cite

Despite the fact that rural communities across the United States are rapidly diversifying (Fusarelli & Militello, 2012), little research has examined the beliefs and practices of successful rural educational leaders, specifically in high poverty schools and districts where traditionally marginalized students demonstrate improving learning outcomes. The purpose of this study was to examine the beliefs and practices of a rural educational leader whose school or district met established study criteria for a high poverty, high performing school, in which traditionally marginalized students demonstrate increasingly productive learning outcomes. Interviews with the leader were conducted, and the data were coded and analyzed using a constant comparative method (Lincoln & Guba, 1985).The following research question guided the study:What impact do the beliefs and practices of a rural school district leader have on the learning outcomes of traditionally marginalized students in the Rocky Mountain West?The findings from this study contribute to the paucity of research on culturally responsive rural superintendent-principals. Identifying the rural leader’s beliefs and practices provides support for educational leaders who serve in that uniquely rural dual role, about which very little has been written. It informs leadership preparation programs, graduate students, researchers, and policy makers about the need for nuanced culturally responsive training for rural educational leaders.

show abstract