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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 …
Teacher Reading As Professional Development: Insights From A National Survey, Amy D. Broemmel, Katherine R. Evans, Jessica N. Lester, Amanda Rigell, Chad R. Lochmiller
Teacher Reading As Professional Development: Insights From A National Survey, Amy D. Broemmel, Katherine R. Evans, Jessica N. Lester, Amanda Rigell, Chad R. Lochmiller
Reading Horizons: A Journal of Literacy and Language Arts
Over the past four decades, a number of researchers have attempted to describe the reading habits of teachers. Some have investigated the impact of reading habits generally, while most have focused on some kind of loosely defined “professional reading.” In relationship to this body of literature, the purpose of our descriptive survey study, which invited teachers from randomly selected schools in both large and small districts across the United States, was to both add to and update the available literature regarding teachers’ professional reading habits. We found that reading for professional development appears to be a common activity for the …
Exploring Effective Professional Development Strategies For In-Service Teachers On Guiding Beginning Readers To Become More Metacognitive In Their Oral Reading, Sharon M. Pratt, Anita M. Martin
Exploring Effective Professional Development Strategies For In-Service Teachers On Guiding Beginning Readers To Become More Metacognitive In Their Oral Reading, Sharon M. Pratt, Anita M. Martin
Reading Horizons: A Journal of Literacy and Language Arts
This case study explored professional development centered on explicit teaching strategies with in-service first-grade teachers as they engaged beginning readers to consider stronger self-awareness of their thinking processes as they read. In this paper, we report on how teacher beliefs shifted regarding the impact of explicit versus implicit instructional practices that increased their students’ metacognitive awareness and regulation. Teachers adopted specific instructional strategies over the course of the professional development that positively impacted their students’ achievement, including one teacher’s use of peer coaching. As teachers observed their students doing more than they thought they were capable of, their beliefs about …