000			01693nam a22001817a 4500
005			20250226100741.0
008			250226b ph ||||| |||| 00| 0 eng d
022			_a0013-5984
040			_cOCT
100			_aSaclarides Evthokia Stephanie
240			_aThe Elementary School Journal _hSeptember 2024
245			_aThe Constant work of access: _bHow Coaches Use Strategies to Respond to the Micropolitical Forces That Shape Their Classroom Access/ _cEvthokia Stephanie Saclarides
300			_aVol. 125 (1) pages 28-51: _bIllustrations: _c24 cm
500			_aCoaches develop and use a complex system of strategies to gain access to teachers' classrooms for coaching. In the process, coaches confront micropolitical forces within the school organization that shape access, either enhancing or impeding coaches' chances of being viewed as a trusted and valued partner in teacher learning. In this qualitative interview study with 28 content-focused coaches in one school district, we used a micropolitical lens to better understand how coaches coordinate micropolitical forces and strategies to gain access to teachers classrooms, finding that force-strategy coupling was a prevalent coaching practice. We found that coaches most frequently reported using strategies to respond to 2 micropolitical forces: (1) teacher openness to coaching and (2) structures of time and workload. Coaches responded to these forces differently depending on whether the force functioned to support or inhibit access. This research expands on the micropolitical work of coaching and coach agency.
653			_aClassroom Access, micro politics and coaching work,
700			_aMunson Jen
942			_2ddc _cCR _n0
999			_c10261 _d10261