Understanding Numeracy Coach Research in Canada: A Review

Autor/inn/en	Liu, Peng; Li, Xuyang; Zhuoma, Ciren
Titel	Understanding Numeracy Coach Research in Canada: A Review
Quelle	In: International Journal of Comparative Education and Development, 25 (2023) 2, S.95-108 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Peng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2396-7404
DOI	10.1108/IJCED-05-2023-0039
Schlagwörter	Numeracy; Coaching (Performance); Educational Research; Foreign Countries; Meta Analysis; Trend Analysis; Research Methodology; Citations (References); Elementary Secondary Education; Canada + Suchen Sie Ihr Suchwort? Rechenkompetenz; Bildungsforschung; Pädagogische Forschung; Ausland; Meta-analysis; Metaanalyse; Trendanalyse; Research method; Forschungsmethode; Citations; Zitat; Kanada
Abstract	Purpose: The purpose of this study is to understand the research on numeracy coach in the Canadian context. Design/methodology/approach: This study was a systematic review of studies about numeracy coaching in Canada, which described the trend of knowledge production on this topic. The study made use of qualitative meta-analysis. According to Timulak (2009, p. 591), qualitative meta-analysis is "an attempt to conduct a rigorous secondary qualitative analysis of primary qualitative findings. Its purpose is to provide a more comprehensive description of a phenomenon and an assessment of the influence of the investigation on findings." By using meta-analysis, this article analyzed the general pattern of knowledge production, the nature of the publications, the focal topics, the research methods and the citation impact of numeracy coaching studies in Canada. The literature analyzed in this review included all the available sources we were able to find with regard to Canadian numeracy coaches. The sources included peer-reviewed journal articles, online magazines, program reports and information from non-profit organizations, as well as doctoral theses. Findings: Research about numeracy coaches in Canadian contexts remains in an initial stage, and there is, as yet, no accepted definition of a Canadian numeracy coach. Scholars in this area have been fond of empirical studies and qualitative research methods. This research has shown that numeracy coaches, who can be regarded as directors, evaluators and consultants in schools, also experience difficulties such as a lack of background knowledge in math. Scholars have advised several ways to improve the quality of coaching activities, including teacher collaboration and coaching models. The citation impact of the current Canadian literature about numeracy coaches has been quite uneven; only a few articles have been cited by other researchers. This article concludes by summarizing the results of this meta-analysis, its limitations and suggestions for future research. Originality/value: This is one of important studies to explore numeracy coach research in Canadian context. Theoretical and practical significance is explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01