[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590854-105":59,"doc-detail-590854-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","learning-from-adaptation-to-support-instructional-improvement-at-scale-understanding-coach-adaptation-in-the-tn-mathematics-coaching-project","Learning From Adaptation to Support Instructional Improvement at Scale - Understanding Coach Adaptation in the TN Mathematics Coaching Project","","Learning From Adaptation to Support Instructional Improvement at Scale examines how instructional coaches adapted their practices during the design and implementation of the TN Mathematics Coaching Project. Using data from a mathematics instructional coaching initiative, the authors analyze adaptations to relational and organizational contexts and compare them against core reform features. Findings from two adaptation studies highlight the need to align adaptations with reform fundamentals and propose a generalizable model for evidence-based mutual adaptation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-from-adaptation-to-support-instructional-improvement-at-scale-understanding-coach-adaptation-in-the-tn-mathematics-coaching-project/590854/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-from-adaptation-to-support-instructional-improvement-at-scale-understanding-coach-adaptation-in-the-tn-mathematics-coaching-project/590854.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do the authors argue that learning about adaptation is critical during reform implementation?","Question",{"text":112,"@type":113},"They argue that adaptation learning during both design and implementation phases is essential for developing interventions that can be delivered with integrity at scale.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What types of contexts do the authors examine coach adaptations in?",{"text":117,"@type":113},"The analysis focuses on adaptations coaches made across relational and organizational contexts.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study conclude about how adaptations should relate to reform core features?",{"text":121,"@type":113},"The findings emphasize attending to the extent to which adaptations remain consistent with the core features of a reform.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590854,1792230997,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":36,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","American Educational Research Journal February 2020, Vol. 57, No. 1, pp. 148–187 DOI: 10.3102/0002831219854050  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)  \n􀀂 2019 AERA. [http://aerj](http://aerj).[aera.net](aera.net)  \nLearning From Adaptation to Support Instructional Improvement at Scale:  \nUnderstanding Coach Adaptation in the TN Mathematics Coaching Project  \nJennifer Lin Russell  \nRichard Correnti  \nMary Kay Stein  \nVictoria Bill  \nMaggie Hannan  \nUniversity of Pittsburgh  \nNathaniel Schwartz Tennessee Department of Education Laura Neergaard Booker  \nVanderbilt University  \nNicole Roberts Pratt  \nInstruction Partners (Formerly Tennessee Department of Education)  \nChris Matthis  \nUniversity of Pittsburgh  \nAttempts to scale up instructional interventions confront implementation challenges that mitigate their ultimate impact on teaching and learning. In this article, we argue that learning about adaptation during the design and implementation phases of reform is critical to the development of interventions that can be implemented with integrity at scale. Through analysis of data generated during a mathematics instructional coaching initiative, we examine the adaptations coaches made to diverse relational and organizational contexts. Findings from two studies of adaptation illustrate the need to attend to the extent to which adaptations are consistent with the core features of a reform. Based on our findings, we posit a generalizable model that supports evidence-based mutual adaptation.  \nKEYWORDS: adaptation, implementation, instructional improvement, instructional coaching, scale  \nLearning From Adaptation  \nThe history of education  \ntional innovations that  \nreform efforts is rife with examples of instrucfalter when attempts are made to implement  \nJENNIFER LIN RUSSELL holds a joint appointment at the University of Pittsburgh as associate professor in the School of Education and research scientist at the Learning Research and Development Center, 3939 O’Hara St. \\#808, Pittsburgh, PA 15260; [e-mail:](e-mail: jrussel@pitt.edu. Her)[ jrussel@pitt.edu](e-mail: jrussel@pitt.edu. Her)[. Her](e-mail: jrussel@pitt.edu. Her) research examines policy and other educational improvement initiatives through an organizational perspective. Her current work examines the way networksand other forms of research-practice partnerships are organized to accelerate systemic improvements that help educators address persistent problems of practice.  \nRICHARD CORRENTI is an associate professor and research scientist at the University of Pittsburgh. His research interests center on the measurement and determinants of teaching and how to improve teaching practice at scale. His current projects focus on analyzing teaching development in the context of interventions such as literacy and mathematics coaching.  \nMARY KAY STEIN holds a joint appointment at the University of Pittsburgh as professor of learning sciences and policy and senior scientist at the Learning Research and Development Center. Her research focuses on classroom-based mathematics teaching and the ways in which policy and organizational conditions shape teachers’ practice. Her current work examines the role that cognitive mechanisms play in supporting teacher learning of a set of practices associated with productive discussions in mathematics and literacy classrooms.  \nVICTORIA BILL is a senior fellow at the Institute for Learning at the University of Pittsburgh. She is a designer and facilitator of research-based professional development, with a specialization in mathematics coaching, curriculum, assessment, and intervention, as well as a background in school leadership and improvement science.  \nMAGGIE HANNAN is the associate director for K–12 in Carnegie Mellon’s Simon Initiative. She earned her doctorate at the University of Pittsburgh’s Learning Research and Development Center, specializing in policy implementation, qualitative m","cbCairaPl9sGqDvt","https://ap.wps.com/l/cbCairaPl9sGqDvt","pdf",954763,"English","# Introduction\n# Study Approach and Data Analysis\n# Findings on Adaptation Consistency\n# Evidence-Based Mutual Adaptation Model\n# Authors and Research Backgrounds","[{\"question\":\"Why do the authors argue that learning about adaptation is critical during reform implementation?\",\"answer\":\"They argue that adaptation learning during both design and implementation phases is essential for developing interventions that can be delivered with integrity at scale.\"},{\"question\":\"What types of contexts do the authors examine coach adaptations in?\",\"answer\":\"The analysis focuses on adaptations coaches made across relational and organizational contexts.\"},{\"question\":\"What does the study conclude about how adaptations should relate to reform core features?\",\"answer\":\"The findings emphasize attending to the extent to which adaptations remain consistent with the core features of a reform.\"}]","Learning From Adaptation to Support Instructional Improvement at Scale - Understanding Coach Adaptation in the TN Mathematics Coaching Project | PDF",1792070580,101]