American International Journal of Social Science

Social Justice in a Mathematics Education Professional Development Program: Coach Growth Progressions
Dr. Diana B. Erchick, Dr. Cynthia A. Tyson

Abstract
In this paper we report on a research project where we study teacher growth around social justice pedagogy in a mathematics education professional development program. The program trained mathematics coaches to work in classrooms in grades kindergarten through eight. The goal of our research was to study the coaches’ growth in understanding of and commitment to social justice pedagogy in the mathematics classroom after participation in the social justice component of the three-year professional development program. Findings reveal six progressions of coach growth.

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