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2010

Theses/Dissertations

Rhode Island College

Literacy coaching;elementary level teachers;teacher learning;coach/teacher interaction;reflective thinking;grounded theory design;gradual release of responsibility;GRR;teacher education;teacher preparation;teacher decision making;teacher in-service training;critical thinking;elementary reading teachers

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Literacy Coaching, Patricia Jane May May 2010

Literacy Coaching, Patricia Jane May

Master's Theses, Dissertations, Graduate Research and Major Papers Overview

Examines the experience of four elementary level classroom teachers and one coach as they engaged in a year-long literacy coaching program. Analysis of coach/teacher interactions highlights the role of reflective thought in teacher learning and positions reflective thought as a foundational premise of teacher learning. In addition, as a result of the discovery process inherent in the grounded theory design, finds that teachers' goal setting influenced movement along a gradual release of responsibility (GRR) continuum of adult learning.