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Full-Text Articles in Education
Literacy Coaching For Instructional Change In Guided Reading: Navigating Form And Function, Denise N. Morgan, Celeste C. Bates, Robin Griffith
Literacy Coaching For Instructional Change In Guided Reading: Navigating Form And Function, Denise N. Morgan, Celeste C. Bates, Robin Griffith
Reading Horizons: A Journal of Literacy and Language Arts
The purpose of this research was to examine how one teacher’s guided reading instruction evolved while engaged in a job-embedded professional development experience across the school year. The teacher taught and debriefed multiple guided reading lessons per visit with a literacy coach. The authors employed qualitative methods to analyze the transcripts from interviews and pre- and postconferences, written reflections, and field notes from the lessons. Findings demonstrate that the teacher shifted from being hyper-focused on the form of guided reading to the actual function of guided reading. Initially, she concentrated on text level, time and planning, and management, which the …
An Honorary Team Member: The Role Of A Literacy Coach In Supporting Writing Teachers, Macie Kerbs
An Honorary Team Member: The Role Of A Literacy Coach In Supporting Writing Teachers, Macie Kerbs
Teaching/Writing: The Journal of Writing Teacher Education
When teachers collaborate around student writing with the support of a literacy coach, their practice becomes more intentional, and their students grow as writers. The aim of this study was to explore writing teachers’ language and practice as they engaged in a professional learning community around a single unit of study for poetry writing with the support from a coach. The findings reveal a recursive process of collaborative professional learning that includes the following phases: assess, analyze, teach, reflect, adjust. Through job-embedded coaching combined with the structure of a Professional Learning Community (PLC), teachers acted more agentively in their planning, …