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How Do Mathematics Coaches Learn about Coaching?: An Analysis Using the System of Negotiation

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Title: How Do Mathematics Coaches Learn about Coaching?: An Analysis Using the System of Negotiation
Language: English
Authors: Evthokia Stephanie Saclarides (ORCID 0000-0002-9203-3998), Anna DeJarnette (ORCID 0000-0002-4470-4857), Ryan Gillespie (ORCID 0000-0001-6520-3421)
Source: International Electronic Journal of Mathematics Education. 2026 21(1).
Availability: International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Mathematics Education, Coaching (Performance), Professional Development, Program Effectiveness, Books, Clubs, Mathematics Teachers, Experiential Learning, Elementary School Mathematics, Elementary School Teachers, Group Discussion
ISSN: 1306-3030
Abstract: Background: With the widespread implementation of coaching programs in United States schools, it is important that coaches are provided with ongoing professional learning opportunities to learn how to be effective coaches. This study contributes to the field's emerging understanding of coaches' job-embedded opportunities to learn about coaching. Methods: This analysis rests on transcribed video recordings of coaches' professional development (PD) sessions. The system of negotiation was used to code interactions. Specifically, the negotiation move and object of negotiation were applied to each speaker move. Findings: Several key findings emerged. First, the use of K1 moves far outpaced any other type of negotiation move, which shows that coaches constructed meaning by building upon one another's ideas. Second, although the PD sessions included 11 coaches, the findings reflect the contributions of a small handful of more active participants. Last, three levels of coaching discussion were identified that characterize coaches' learning opportunities about coaching: (a) brief discussions of coaching, (b) moderate discussions of coaching, and (c) extended discussions of coaching. Contribution: The overarching contribution of the present study is that is forwards an understanding of coaches' job-embedded professional learning opportunities about coaching. Implications for research are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505476
Database: ERIC
FullText Text:
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  Data: How Do Mathematics Coaches Learn about Coaching?: An Analysis Using the System of Negotiation
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  Data: <searchLink fieldCode="AR" term="%22Evthokia+Stephanie+Saclarides%22">Evthokia Stephanie Saclarides</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9203-3998">0000-0002-9203-3998</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anna+DeJarnette%22">Anna DeJarnette</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4470-4857">0000-0002-4470-4857</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ryan+Gillespie%22">Ryan Gillespie</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6520-3421">0000-0001-6520-3421</externalLink>)
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  Data: International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
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  Data: 1306-3030
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  Data: Background: With the widespread implementation of coaching programs in United States schools, it is important that coaches are provided with ongoing professional learning opportunities to learn how to be effective coaches. This study contributes to the field's emerging understanding of coaches' job-embedded opportunities to learn about coaching. Methods: This analysis rests on transcribed video recordings of coaches' professional development (PD) sessions. The system of negotiation was used to code interactions. Specifically, the negotiation move and object of negotiation were applied to each speaker move. Findings: Several key findings emerged. First, the use of K1 moves far outpaced any other type of negotiation move, which shows that coaches constructed meaning by building upon one another's ideas. Second, although the PD sessions included 11 coaches, the findings reflect the contributions of a small handful of more active participants. Last, three levels of coaching discussion were identified that characterize coaches' learning opportunities about coaching: (a) brief discussions of coaching, (b) moderate discussions of coaching, and (c) extended discussions of coaching. Contribution: The overarching contribution of the present study is that is forwards an understanding of coaches' job-embedded professional learning opportunities about coaching. Implications for research are discussed.
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      – Text: English
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      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Coaching (Performance)
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      – SubjectFull: Professional Development
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      – SubjectFull: Clubs
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      – SubjectFull: Mathematics Teachers
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      – SubjectFull: Elementary School Mathematics
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Group Discussion
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      – TitleFull: How Do Mathematics Coaches Learn about Coaching?: An Analysis Using the System of Negotiation
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