Rogers, T., Marshall, E. & Tyson, C. A. (2006, April/May/June). Dialogic narratives of literacy,teaching and schooling: Preparing literacy teachers for diverse settings. Reading Research Quarterly, 41(2), pp. 202-224.
The purpose of this article is to examine how dialogue plays a role in pre-service teacher’s development. The study takes place within a Master of Education program and looks at 10 students who participated in a program designed around literacy instruction and preparing educators for teaching literacy in a variety of contexts. Of the ten participants, the researchers chose to focus on two participants whose stories are told throughout the study. In looking at two students, the researchers were able to look at how pre-service teachers construct their identities as teachers and how they position themselves with the educational system.
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Showing posts with label literacy coaching. Show all posts
Showing posts with label literacy coaching. Show all posts
Saturday, December 25, 2010
Secondary-level literacy coaching
Gross, P. (2010). Not another trend: Secondary-level literacy coaching. The Clearing House, 83, pp. 133-137. doi:10.1080/00098651003774844
In this article Gross examines the attitudes of content-area teachers over the period of two years. These teachers are engaging in a voluntary literacy program designed to better their instruction through literacy strategies. She used one-on-one semi-structured interviews to ascertain the interests, backgrounds, teaching philosophy and reason for joining the initiative. Participants in the initiative found the opportunity to collaborate with colleagues from different places and the learning of strategies beneficial, even though some ad never seen them before.
This article is beneficial in situating me as literacy coach of in-service teachers. While it doesn’t currently relate to my research, it does relate to the climate in my school district surrounding literacy instruction in the content areas. This article can be useful in a literature review in a study on secondary content area teachers and their resistance/acceptance of compulsory literacy strategy instruction.
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In this article Gross examines the attitudes of content-area teachers over the period of two years. These teachers are engaging in a voluntary literacy program designed to better their instruction through literacy strategies. She used one-on-one semi-structured interviews to ascertain the interests, backgrounds, teaching philosophy and reason for joining the initiative. Participants in the initiative found the opportunity to collaborate with colleagues from different places and the learning of strategies beneficial, even though some ad never seen them before.
This article is beneficial in situating me as literacy coach of in-service teachers. While it doesn’t currently relate to my research, it does relate to the climate in my school district surrounding literacy instruction in the content areas. This article can be useful in a literature review in a study on secondary content area teachers and their resistance/acceptance of compulsory literacy strategy instruction.
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Literacy coaching and reading achievement
Ellish-Piper, L. & L’Allier, S. K. (2010). Exploring the relationship between literacy coaching and student reading achievement in grades K-1. Literacy Research and Instruction, 49, pp. 162-174. doi:10.1080/19388070902913289
Ellish-Piper & L’Allier studied three groups of reading coaches from schools who had received the Reading First grant. They examined the roles of the literacy coaches within the context of their school, the aspects of literacy they typically focus on, and the relationship between literacy coaching and reading achievement in grades K-1. Their findings about how literacy coaching effected reading achievement were inconclusive because of other mitigating factors.
This article was helpful in pointing me to other literature about the roles of literacy coaches and the different levels of literacy coaching that exist. The article also suggests that ongoing professional development in terms of literacy instruction is warranted for, at least, this school district. The researchers suggest that the literacy coaches should spend more time working directly with teachers, rather than doing paperwork or inputting data. They should also schedule plenty of time to observe teachers.
- Posted using BlogPress from my iPad
Ellish-Piper & L’Allier studied three groups of reading coaches from schools who had received the Reading First grant. They examined the roles of the literacy coaches within the context of their school, the aspects of literacy they typically focus on, and the relationship between literacy coaching and reading achievement in grades K-1. Their findings about how literacy coaching effected reading achievement were inconclusive because of other mitigating factors.
This article was helpful in pointing me to other literature about the roles of literacy coaches and the different levels of literacy coaching that exist. The article also suggests that ongoing professional development in terms of literacy instruction is warranted for, at least, this school district. The researchers suggest that the literacy coaches should spend more time working directly with teachers, rather than doing paperwork or inputting data. They should also schedule plenty of time to observe teachers.
- Posted using BlogPress from my iPad
Literacy coaching
Cassidy, J., Garrett, S. D., Maxfield, P., & Patchett, C. (2009). Literacy coaching: Yesterday, today and tomorrow. CEDER Yearbook, pp. 15-27.
Cassidy, Garrett, Maxfield and Pratchett outline the history of the literacy coach, from the 1930s to the present. Literacy coaches have been called myriad names throughout history. In the 1980s, Joyce and Showers pioneered peer coaching strategies designed to aid teachers in the implementation of new strategies. However few teachers actually implemented the strategies taught in workshops. The goal of peer coaching was to eliminate the hierarchal ideas behind the idea of “coach,” instead creating an equality between participants. The authors also discuss the IRA’s four roles of literacy coaches and how school districts tend to restrict those roles significantly.
This article is important as I try to define myself and role as a literacy coach as well as I try to find the theoretical lens through which I will operate.
- Posted using BlogPress from my iPad
Cassidy, Garrett, Maxfield and Pratchett outline the history of the literacy coach, from the 1930s to the present. Literacy coaches have been called myriad names throughout history. In the 1980s, Joyce and Showers pioneered peer coaching strategies designed to aid teachers in the implementation of new strategies. However few teachers actually implemented the strategies taught in workshops. The goal of peer coaching was to eliminate the hierarchal ideas behind the idea of “coach,” instead creating an equality between participants. The authors also discuss the IRA’s four roles of literacy coaches and how school districts tend to restrict those roles significantly.
This article is important as I try to define myself and role as a literacy coach as well as I try to find the theoretical lens through which I will operate.
- Posted using BlogPress from my iPad
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