NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ950125
Record Type: Journal
Publication Date: 2012
Pages: 18
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1938-8071
Understanding Coach-Based Professional Development in "Reading First": How Do Coaches Spend Their Time and How Do Teachers Perceive Coaches' Work?
Scott, Sarah E.; Cortina, Kai S.; Carlisle, Joanne F.
Literacy Research and Instruction, v51 n1 p68-85 2012
The "Reading First" ("RF") program placed emphasis on professional development as a means of improving early elementary reading instruction. For many states literacy coaching was an important component of the professional development provided for teachers. The purpose of this article is to examine coaching in the early years of Michigan's "RF" program, which placed considerable emphasis on literacy coaching. We investigate the professional training and knowledge of Michigan's "RF" coaches, the structure and substance of coach/teacher interactions, and teachers' perceptions of factors that influence the effectiveness of the coach. Results suggest the promise of literacy coaching as a means of supporting teachers' professional growth; further study is needed to determine the particular roles of literacy coaches that bring about improvements in reading instruction. (Contains 10 tables.)
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 - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan