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Equity-Focused Coaching: Negotiating Teachers' Interpretations of Racialized and Gendered Participation Patterns

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Title: Equity-Focused Coaching: Negotiating Teachers' Interpretations of Racialized and Gendered Participation Patterns
Language: English
Authors: Sunghwan Byun (ORCID 0000-0002-3960-9855), Linsey Brennan (ORCID 0000-0003-4187-5500), Julie Christensen (ORCID 0000-0003-3001-6815), Nickolaus Ortiz (ORCID 0000-0003-3473-5534), Niral Shah (ORCID 0000-0002-8895-4524), Daniel Reinholz (ORCID 0000-0003-1258-2805), David Stroupe (ORCID 0000-0002-3471-0049), Marcos D. Caballero (ORCID 0000-0003-0717-4583)
Source: Journal of Teacher Education. 2026 77(3):212-229.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1741575
2247128
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Equal Education, Coaching (Performance), Science Teachers, Physics, Race, Racism, Discourse Analysis, Attribution Theory, Minority Group Students, Responsibility, Teacher Attitudes, Interaction, High School Teachers, Teacher Student Relationship
DOI: 10.1177/00224871261417322
ISSN: 0022-4871
1552-7816
Abstract: Equity-focused coaching--coaching that centers racism, patriarchy, and other oppressive systems--is a promising approach to supporting teachers in expanding learning opportunities for minoritized students. However, despite its known challenges, details of equity-focused coaching remain underexamined. This article presents an analysis of 27 equity-focused coaching sessions with ten secondary physics teachers, which incorporated classroom videos and EQUIP analytics. The analysis applied theoretical constructs from conversation analysis: attribution of responsibility and attribution of knowledge in interaction. Findings show that whereas coaches tended to explain inequitable patterns in terms of broader social patterns, teachers tended to base their interpretations on the perceived deficits of minoritized students. The turn-by-turn analysis illustrates fine-grained details of discursive moves coaches leveraged to successfully facilitate shifts in teachers' interpretative orientations. These findings highlight that steering coaching conversations toward equity-focused interpretations is an essential element of equity-focused coaching, and such work comprises subtle and skillful discursive moves.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501869
Database: ERIC
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  Data: Equity-Focused Coaching: Negotiating Teachers' Interpretations of Racialized and Gendered Participation Patterns
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  Data: <searchLink fieldCode="AR" term="%22Sunghwan+Byun%22">Sunghwan Byun</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3960-9855">0000-0002-3960-9855</externalLink>)<br /><searchLink fieldCode="AR" term="%22Linsey+Brennan%22">Linsey Brennan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4187-5500">0000-0003-4187-5500</externalLink>)<br /><searchLink fieldCode="AR" term="%22Julie+Christensen%22">Julie Christensen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3001-6815">0000-0003-3001-6815</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nickolaus+Ortiz%22">Nickolaus Ortiz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3473-5534">0000-0003-3473-5534</externalLink>)<br /><searchLink fieldCode="AR" term="%22Niral+Shah%22">Niral Shah</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8895-4524">0000-0002-8895-4524</externalLink>)<br /><searchLink fieldCode="AR" term="%22Daniel+Reinholz%22">Daniel Reinholz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1258-2805">0000-0003-1258-2805</externalLink>)<br /><searchLink fieldCode="AR" term="%22David+Stroupe%22">David Stroupe</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3471-0049">0000-0002-3471-0049</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marcos+D%2E+Caballero%22">Marcos D. Caballero</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0717-4583">0000-0003-0717-4583</externalLink>)
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 18
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: 10.1177/00224871261417322
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  Data: 0022-4871<br />1552-7816
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Equity-focused coaching--coaching that centers racism, patriarchy, and other oppressive systems--is a promising approach to supporting teachers in expanding learning opportunities for minoritized students. However, despite its known challenges, details of equity-focused coaching remain underexamined. This article presents an analysis of 27 equity-focused coaching sessions with ten secondary physics teachers, which incorporated classroom videos and EQUIP analytics. The analysis applied theoretical constructs from conversation analysis: attribution of responsibility and attribution of knowledge in interaction. Findings show that whereas coaches tended to explain inequitable patterns in terms of broader social patterns, teachers tended to base their interpretations on the perceived deficits of minoritized students. The turn-by-turn analysis illustrates fine-grained details of discursive moves coaches leveraged to successfully facilitate shifts in teachers' interpretative orientations. These findings highlight that steering coaching conversations toward equity-focused interpretations is an essential element of equity-focused coaching, and such work comprises subtle and skillful discursive moves.
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  Data: 2026
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  Data: EJ1501869
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        Value: 10.1177/00224871261417322
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 212
    Subjects:
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Coaching (Performance)
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      – SubjectFull: Science Teachers
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      – SubjectFull: Attribution Theory
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      – SubjectFull: Minority Group Students
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