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Stephens, Diane; Mills, Heidi – Reading & Writing Quarterly, 2014
Embedded within traditional notions of coaching are unstated expectations that (a) the coach is an expert and knows what it is that the other person should be doing and (b) based on his or her expertise, the coach should take actions to achieve his or her vision for the other person. Within the South Carolina Reading Initiative, however, literacy…
Descriptors: Literacy, Coaching (Performance), Inquiry, Faculty Development
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Morrell, Ernest – Reading & Writing Quarterly, 2014
Drawing on the work of Paulo Freire, Morrell argues for critical, humanizing inquiry spaces in which literacy teachers learn with and from one another. However, he points to critical race theory and poses important questions, for example, wondering whether empowered spaces for teachers are transferred into empowerment for students.
Descriptors: Reading Teachers, Critical Theory, Race, Teacher Empowerment
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Cahnmann-Taylor, Melisa – Reading & Writing Quarterly, 2014
Cahnmann-Taylor draws on Boalian Theatre of the Oppressed to offer a practice for literacy teachers and coaches that can open up multiple perspectives and multiple levels of intentions and motivations for a teacher's decision making. She challenges coaches and teachers to engage in artistic examinations of multiplicity to move toward performing…
Descriptors: Literacy Education, Literacy, Coaching (Performance), Reading Teachers