School-embedded and district-wide instructional coaching in K-8 computer science: Implications for including students with disabilities
Maya Israel, University of Florida, United States ; Meg. J. Ray, Cornell Tech, United States ; Wendy C. Maa, Ga Kyung Jeong, Chung eun Lee, Todd Lash, University of Illinois at Urbana Champaign, United States ; Virginie Do, Ecole Polytechnique, France
Journal of Technology and Teacher Education Volume 26, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
As school districts implement initiatives that bring computer science (CS) to academically diverse K-12 schools, they face heightened demands for supporting teachers in meeting the needs of a broad range of learners. However, limited knowledge exists about pedagogical approaches to teaching CS, especially to students with disabilities. This paper reports findings from a qualitative study of two CS instructional coaching models meant to support teachers in meeting the needs of diverse learners, including those with disabilities. One model involved a school-embedded coach and the other model involved a district-wide coach that traveled among multiple schools. Findings revealed that within both coaching models, co-planning and co-teaching played an integral role in supporting teachers in meeting the needs of students with disabilities. Instructional pedagogies that coaches promoted included scaffolded project planning, student collaboration, and immediate feedback to students. Within both coaching models, there was a focus on trust building and increasing teachers’ instructional skills. Differences between coaching models included a stronger level of familiarity between the coach and teachers in the school-embedded coaching. There were also different approaches to accountability and co-planning logistics.
Israel, M., Ray, M.J., Maa, W.C., Jeong, G.K., Lee, C.e., Lash, T. & Do, V. (2018). School-embedded and district-wide instructional coaching in K-8 computer science: Implications for including students with disabilities. Journal of Technology and Teacher Education, 26(3), 471-501. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2018 Society for Information Technology & Teacher Education
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.
Emily Baumgartner & Richard E. Ferdig, Kent State University, United States
Journal of Technology and Teacher Education Vol. 26, No. 4 (2018) pp. 509–517
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.