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ERIC Number: EJ1031522
Record Type: Journal
Publication Date: 2014
Pages: 4
Abstractor: As Provided
Reference Count: 12
ISBN: N/A
ISSN: ISSN-1057-3569
Concepts and Directions for Literacy Coaching: Designing Critical Reform from the Ground Up
Rodgers, Adrian
Reading & Writing Quarterly, v30 n3 p262-265 2014
A rapid proliferation of literacy coaching has occurred before adequate research could be undertaken to understand the interaction between coach and teacher. In this analysis of a study undertaken by a college campus-based coach working with teachers in a reading clinic setting, Rodgers applies 2 conceptual frames. The 1st conceptual frame considers the quantities that can be associated with the repetition, intensity, duration, and engagement of coaching. The 2nd conceptual frame considers shared goals across a system; visible, tangible, changeable products; small tests of small changes; and multiple sources of innovation from throughout a system. This analysis suggests that in determining the characteristics of quality coaching, although it is helpful to think about the quantities associated with coaching, it is also essential to think about the qualities of coaching.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A