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Classroom Strategies Coaching Model: Integration of Formative Assessment and Instructional Coaching.
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- معلومة اضافية
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- نبذة مختصرة :
This article describes the theory, key components, and empirical support for the Classroom Strategies Coaching (CSC) Model, a data-driven coaching approach that systematically integrates data from multiple observations to identify teacher practice needs and goals, design practice plans, and evaluate progress towards goals. The primary aim of the model is to improve teachers' use of specific evidenced-based instructional and behavioral management practices at the claxsssroom level. Key components of the model include integration of instruction and classroom behavior management; brief structured problem solving framework; formative assessment with a validated observation instrument; establishing measurable goals; and visual performance feedback. Results from a randomized controlled study offer emerging evidence of the potential impact of formative assessment and coaching on teacher classroom practices in elementary schools. Additionally, we offer recommendations for future research and practice. [ABSTRACT FROM PUBLISHER]
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Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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