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Language and Literacy Education
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Literacy Instructional Coaching Practices In Writing And Writing Instruction: An Exploration Of K–6 Teachers' Perspectives, Jadelyn Abbott, Katherine Landau Wright, Hannah Carter
Literacy Instructional Coaching Practices In Writing And Writing Instruction: An Exploration Of K–6 Teachers' Perspectives, Jadelyn Abbott, Katherine Landau Wright, Hannah Carter
Literacy, Language, and Culture Faculty Publications and Presentations
Purpose
The purpose of this study was to identify if and how K–6 teachers perceive that their literacy instructional coaches influence their writing teaching.
Design/methodology/approach
The authors employed a parallel convergent mixed-methods design with survey data. The authors used thematic analysis to identify patterns within short-answer responses.
Findings
K–6 teachers receive little literacy coaching specific to writing. However, when they do receive coaching, they believe it benefits their writing instruction. Sustained coaching through the coaching cycle, frequent collaborations, and support with writing instructional resources and strategies were reported as the most influential writing coaching practices.
Research limitations/implications
Sample size was …