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ERIC Number: EJ1413018
Record Type: Journal
Publication Date: 2024
Pages: 18
Abstractor: As Provided
ISSN: ISSN-2046-6854
EISSN: EISSN-2046-6862
Literacy Instructional Coaching Practices in Writing and Writing Instruction: An Exploration of K-6 Teachers' Perspectives
Jadelyn Abbott; Katherine Landau Wright; Hannah Carter
International Journal of Mentoring and Coaching in Education, v13 n1 p88-105 2024
Purpose: The purpose of this study was to identify if and how K-6 teachers perceive that their literacy instructional coaches influence their writing teaching. Design/methodology/approach: The authors employed a parallel convergent mixed-methods design with survey data. The authors used thematic analysis to identify patterns within short-answer responses. Findings: K-6 teachers receive little literacy coaching specific to writing. However, when they do receive coaching, they believe it benefits their writing instruction. Sustained coaching through the coaching cycle, frequent collaborations, and support with writing instructional resources and strategies were reported as the most influential writing coaching practices. Research limitations/implications: Sample size was a limitation to this study. Of the 66 participants, 41 (62%) completed the entire survey. Practical implications: This research provides coaches with valuable insights about coaching practices that teachers find to be the most effective in influencing their writing instruction. The increase in teachers' competence in writing instruction due to coaching provides evidence to administrators and stakeholders that coaching in writing is an area in need of attention. Originality/value: This study adds to research specific to the coaching of writing within the K-6 context, which currently is sparse.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A