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The article proposes a taxonomy of coaching “moves” that parses concrete coach discourse and offers a shared language for future study. Rather than listing empirically grounded strategies, the framework organizes observable discourse processes tied to teacher development and student learning.",{"@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/parsing-coaching-practice-a-systematic-framework-for-describing-coaching-discourse/590273/",{"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/parsing-coaching-practice-a-systematic-framework-for-describing-coaching-discourse/590273.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article address about coaching research?","Question",{"text":112,"@type":113},"It addresses that coaching definitions and models vary widely, yet few studies compare models to show what is most helpful, for whom, and under what circumstances.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article help practitioners and researchers?",{"text":117,"@type":113},"It introduces a taxonomy of coaching “moves” that parses concrete details of coach discourse, aiming to provide a common language for future work.",{"name":119,"@type":110,"acceptedAnswer":120},"Does the taxonomy provide a list of evidence-based coaching strategies?",{"text":121,"@type":113},"No. It highlights conceptual possibilities informed by the literature, rather than offering an empirically grounded list of strategies.","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},590273,1792273573,{"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":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2024, Vol. 10, No. 1, pp. 1–25 DOI: 10. 1177/23328584241263861  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nParsing Coaching Practice: A Systematic Framework for Describing  \nCoaching Discourse  \nArielle Boguslav  \nBrown University  \nDespite the common title of “coach,” definitions of high-quality coaching vary tremendously across models and programs. Yet few studies make comparisons between different models to understand what is most helpful, for whom, and under what circumstances. As a result, practitioners are left with many options and little evidence-based direction. This is exacerbated by the literature’s focus on more abstract features of coaching practice (e.g., building trust), leaving practitioners to figure out what concrete discourse strategies support these goals. This article begins to address these challenges by introducing a taxonomy of coaching “moves,”parsing the concrete details of coach discourse. While the taxonomy is informed by the literature, it highlights conceptual possibilities rather than providing a list of empirically grounded or “evidence-based” strategies. In doing so, this taxonomy may serve as a common language to guide future work exploring how coach discourse shapes teacher development, synthesizing across studies, and supporting coach practice.  \nKeywords: professional development, teacher education/development, discourse processes, discourse analysis, qualitative research, textual analysis  \nOver the last three decades, coaching conversations have become a regular fixture in schools around the world (Domina et al., 2015; Kraft et al., 2018; Lochmiller, 2021) . Literacy coaches suggest and provide feedback on instructional techniques to support student literacy (Deussen et al., 2007) . Data coaches help teachers interpret and act on their students’achievement data (Marsh et al., 2010) . When a new curriculum is introduced, coaches may support teachers with using the new materials (Cohen et al., 2023) . Increasingly, schools and districts are incorporating one-on-one instructional coaching as a central component of their approach to supporting teachers at all career stages with a wide variety of professional development needs (Galey, 2016; K. Johnson, 2016; Neufeld & Roper, 2003). As these examples illustrate, there are many different kinds of coaching conversations. Nonetheless, they share a common theory of action: that engaging in purposeful dialogue about the day-to-day details of a teacher’s classroom and instruction with another education professional can spur improvements in teachers’instruction and student learning.  \nOne reason coaching is so widespread is the growing evidence it can enhance teachers’ instruction and improve student learning, unlike most other forms of professional development (Kraft et al., 2018; Ronfeldt & Reininger, 2012; Ronfeldt et al., 2018) . This kind of personalized support is also highly valued by teachers (Gross, 2010; Ronfeldtet al., 2020) . Together, this makes coaching one of the most promising levers for ensuring that all students have access to  \nhigh-quality instruction (Alston et al., 2018; Hiebert & Morris, 2012; Kloser et al., 2019) .  \nYet realizing this promise is not straightforward. The school and district leaders and coaches responsible for implementing coaching programs face a dizzying array of different coaching models and ideas about what coaches can do in their interactions with teachers to support their development. J. Knight’s (2009) edited volume on coaching alone introduces seven different types of coaching, including instructional coaching, cognitive coaching, and content coaching. While studies exploring the effects of specific models abound, few studies make comparisons across different models of coaching to unders","cbCaicDGODHCuNXl","https://ap.wps.com/l/cbCaicDGODHCuNXl","pdf",599476,25,"English","# Parsing Coaching Practice: A Systematic Framework for Describing Coaching Discourse\n## Coaching conversations in schools and their shared theory of action\n## Challenges in comparing models and lacking common discourse language\n## A taxonomy of coaching moves to guide future research","[{\"question\":\"What problem does the article address about coaching research?\",\"answer\":\"It addresses that coaching definitions and models vary widely, yet few studies compare models to show what is most helpful, for whom, and under what circumstances.\"},{\"question\":\"How does the article help practitioners and researchers?\",\"answer\":\"It introduces a taxonomy of coaching “moves” that parses concrete details of coach discourse, aiming to provide a common language for future work.\"},{\"question\":\"Does the taxonomy provide a list of evidence-based coaching strategies?\",\"answer\":\"No. It highlights conceptual possibilities informed by the literature, rather than offering an empirically grounded list of strategies.\"}]","Parsing Coaching Practice: A Systematic Framework for Describing Coaching Discourse | PDF",1792069216,63]