Principals’ Sensemaking of Coaching for Ambitious Reading Instruction in a High-Stakes Accountability Policy Environment
In the present exploratory qualitative study we examine the contextual factors that influenced the implementation of a multi-year comprehensive literacy-coaching program (Content- Focused Coaching, CFC). We argue that principals’ sensemaking of the dialogic instructional strategies promoted by the p...
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| Publicado no: | Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas |
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| Principais autores: | , |
| Formato: | Artigo |
| Idioma: | Inglês |
| Publicado em: |
Arizona State University
2014
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| Assuntos: | |
| Acesso em linha: | https://www.redalyc.org/articulo.oa?id=275031898068 |
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