ERIC Number: EJ1098242
Record Type: Journal
Publication Date: 2012-Jul
Abstractor: As Provided
Reference Count: 30
The Professional Development Practices of Two Reading First Coaches
Mundy, Charlotte A.; Ross, Dorene D.; Leko, Melinda M.
Reading Horizons, v51 n4 Article 2 p279-298 Jul 2012
To establish job-embedded, ongoing professional development recent policies and initiatives required that districts appoint school-based coaches. The Reading First Initiative, for example, created an immediate need for coaches without a clear definition of coaches' responsibilities. Therefore, the purpose of this case study was to investigate how two Reading First coaches interpreted and enacted their professional development responsibilities. Cross-case analyses identified similarities and differences in coaches' enactments. Findings revealed that while each coach engaged in similar professional development responsibilities (e.g. modeling, observing, and classroom walkthroughs) their approach to these responsibilities differed--collaborative versus expert driven. These differences in approaches indicate that the preparation for coaches should include development of knowledge about how teachers learn and methods and strategies for developing and implementing effective professional development within schools.
Descriptors: Professional Development, Educational Practices, Reading Programs, Coaching (Performance), Case Studies, Classroom Observation Techniques, Tutors, Qualitative Research, Data Analysis, Modeling (Psychology), Elementary Education, Interviews
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://scholarworks.wmich.edu/reading_horizons/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Florida