ERIC Number: EJ885333
Record Type: Journal
Publication Date: 2010
Reference Count: 33
Not Another Trend: Secondary-Level Literacy Coaching
Gross, Patricia A.
Clearing House: A Journal of Educational Strategies, Issues and Ideas, v83 n4 p133-137 2010
Literacy coaching is a current trend meant to broaden instructional repertoires and student engagement. Designed for professional growth through inquiry, collaboration, and experimentation, literacy coaches offer literacy strategies to enliven student interest in all subjects. Literacy coaches meet with teachers one-on-one to discuss current practices and suggest methods of incorporating literacy into lessons, emphasizing vocabulary, close reading, expressive writing, and more active student oral participation. Will literacy coaching prove to be the means of elevating teaching and learning across content area subjects and not just another trend? This study examined the first two years of a program introducing literacy coaching in the secondary level through content-area teachers' perspectives. The questions that drove this study included: (1) What previous knowledge did teachers possess about literacy strategies?; (2) Why did teachers agree to participate in a non-mandatory initiative?; and (3) How did literacy coaching impact instruction? Participating teachers expressed confidence in their capabilities but also demonstrated eagerness to learn new approaches to teaching. They clearly cared about their students and sought opportunities to strengthen the teaching and learning process. They appreciated receiving credits toward state professional development requirements. Reactions varied regarding the grant-required, off-site sessions and the in-house coaching experiences.
Descriptors: Student Interests, Educational Change, Faculty Development, Teaching Methods, Learner Engagement, Professional Development, Cooperation, Literacy, Secondary Education, Reading, Self Efficacy, Academic Achievement, Coaching (Performance)
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A