Analyzing Teacher Participation in Literacy Coaching Activities

Autor/inn/en	Atteberry, Allison; Bryk, Anthony S.
Titel	Analyzing Teacher Participation in Literacy Coaching Activities
Quelle	In: Elementary School Journal, 112 (2011) 2, S.356-382 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/661994
Schlagwörter	Teacher Participation; Coaching (Performance); Literacy Education; Urban Schools; Faculty Development; Cooperation; Teacher Collaboration; Longitudinal Studies; Program Effectiveness; Teacher Competencies; Elementary School Teachers; Instructional Leadership; Power Structure; Individual Characteristics; Context Effect; Trust (Psychology); United States + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Co-operation; Kooperation; Lehrerkooperation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrkunst; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Instruction; Leadership; Bildung; Erziehung; Führung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; USA
Abstract	Many major urban districts have committed large investments to school-based professional development anchored in the work of literacy coaches. At base is a shared belief that instructional coaches are key levers for improvement. Yet, clinical accounts of the role of an instructional coach suggest that this is a complex practice to implement well. This article seeks to add to this literature through a theory-based quantitative investigation of literacy coaching as enacted in a mature school reform initiative. We examine teachers' actual exposure to Literacy Collaborative coaching and analyze the variability in this exposure both within and between schools. We theorize about the factors at both the individual and school organizational levels that might contribute to this observed variability and test the predictive power of these ideas using data from a longitudinal study of 250 teachers in 17 schools. (Contains 2 figures, 4 tables, and 13 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10