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Folly Beach Library
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Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Village Library
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St. Paul's/Hollywood Library
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Otranto Road Library
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Mt. Pleasant Library
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
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Hurd/St. Andrews Library
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Miss Jane's Building (Edisto Library Temporary Location)
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When Teachers Listen, Students Learn: Coaching Helps Teachers Incorporate Student Voice in the Classroom
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- Author(s): Carlson, Liesel
- Language:
English- Source:
Learning Professional. Oct 2020 41(5):28-31.- Publication Date:
2020- Document Type:
Journal Articles
Reports - Descriptive- Online Access:
- Language:
- Additional Information
- Availability: Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 800-727-7288; Fax: 513-523-0638; e-mail: [email protected]; Web site: https://learningforward.org/the-learning-professional/
- Peer Reviewed: Y
- Source: 4
- Education Level: Junior High Schools
Middle Schools
Secondary Education
High Schools - Subject Terms: Coaching (Performance); Teacher Student Relationship; Interaction; Teacher Improvement; Emotional Response; Interpersonal Competence; Teacher Behavior; Student Behavior; Teaching Methods; Student Development; Social Development; Academic Achievement; Classroom Environment; Video Technology; Videoconferencing; Middle Schools; High Schools; Secondary School Teachers
- Subject Terms:
- Subject Terms:
- ISSN: 0276-928X
- Abstract: In this article, the author describes collaborative work with four teachers through the Lansing School District's participation in a multiyear project to implement and study the effects of the My Teaching Partner-Secondary 1:1 Video Coaching model. The model is a collaborative, individualized coaching program that focuses on effective teacher-student interactions that contribute to students' social and academic gains. Based on research and shown to be effective in two randomized control studies (Allen et al., 2015; Allen et al., 2011), My Teaching Partner-Secondary uses a standardized process that is strengths-based, interactions-focused, collaborative, and rooted in a teacher's actual practice. The coaching model is content-adaptable and can be applied to any subject area. The primary goal for participating teachers is to improve their teaching through becoming a better observer of their own practice, specifically understanding and describing interactions, intentionally planning greater learning opportunities for students, and improving curriculum implementation (Pianta et. al, 2010).
- Abstract: ERIC
- Publication Date: 2020
- Accession Number: EJ1272726
- Availability:
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