ERIC Number: EJ1170283
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Coaching to Support Disciplinary Literacy Instruction: Navigating Complexity and Challenges for Sustained Teacher Change
Di Domenico, Paula M.; Elish-Piper, Laurie; Manderino, Michael; L'Allier, Susan K.
Literacy Research and Instruction, v57 n2 p81-99 2018
This study investigated how a high school literacy coach provided coaching to support teachers' understanding and implementation of disciplinary literacy instruction. With a focus on collaborations between the literacy coach and teachers in the disciplines of social studies, math, and English, this article presents three case studies that illustrate how the coach and teachers designed instruction within and beyond the district's curricular frameworks. Findings suggest when the coach situated herself as a collaborator, rather than an expert, and positioned the teacher as the disciplinary expert, the coach and teacher were able to foreground the discipline and plan meaningful disciplinary literacy instruction. The use of open-ended questions, think-alouds, and an examination of instructional tasks from students' perspectives enabled the teachers to strengthen their disciplinary literacy instruction.
Descriptors: Literacy Education, Coaching (Performance), Student Attitudes, Task Analysis, Protocol Analysis, High School Students, Social Studies, Mathematics Instruction, English, Case Studies, Teacher Education, Qualitative Research, Cooperation, Secondary School Teachers, Interviews, Comparative Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Authoring Institution: N/A
Grant or Contract Numbers: N/A