The Theory of Practice of Literacy Coaches: Describing the Relationship Between Coaching Sessions and Kindergarten and First Grade Teachers' Beliefs and Instructional Behaviors
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The Ohio State University / OhioLINK
2002
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=osu1220386723 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-osu12203867232021-08-03T05:54:20Z The Theory of Practice of Literacy Coaches: Describing the Relationship Between Coaching Sessions and Kindergarten and First Grade Teachers' Beliefs and Instructional Behaviors Gibson, Sharan A. <p>The purpose of this study is to (a) investigate the relationship between literacy coaching sessions and teachers' beliefs and instructional behaviors for guided reading lessons in kindergarten and first grade classrooms, and (b) describe the theory of practice for literacy coaching, based upon the problem-based methodology developed by V. Robinson. I conducted observations and interviews for three cycles of teaching and coaching with four literacy coaches and four classroom teachers. Within each cycle, I observed two guided reading lessons and a coaching session and conducted interviews with each coach and classroom teacher.</p><p>The findings of this study are presented through (a) case studies; (b) a description of the complex "shifts with glitches" that were observed in teaching behavior; (c) the characteristics of coaching sessions associated with changes in teaching behavior; and (d) a description of the goals, constraints and tensions that governed the work of the four literacy coaches. Each teacher's efforts to change their teaching behaviors as a result of the coaching were complicated by the varying, situated contexts of each particular guided reading lesson. Changes in teaching behaviors did occur in this study, and appeared to occur most often in association with coaching sessions where the teacher took an active part in the interaction and where co-produced analyses and evaluation of instructional behaviors occurred.</p><p>The improvement of guided reading instruction was identified as an implicit goal of the work of these coaches. Their explicit goal was to maintain positive collegial relationships with teachers. My evaluation of the explanatory accuracy, effectiveness and coherence of the coaches' practice identified tensions associated with these two goals. I recommended high levels of training and support for literacy coaches and specified important characteristics of that training.</p> 2002 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1220386723 http://rave.ohiolink.edu/etdc/view?acc_num=osu1220386723 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
| collection |
NDLTD |
| language |
English |
| sources |
NDLTD |
| author |
Gibson, Sharan A. |
| spellingShingle |
Gibson, Sharan A. The Theory of Practice of Literacy Coaches: Describing the Relationship Between Coaching Sessions and Kindergarten and First Grade Teachers' Beliefs and Instructional Behaviors |
| author_facet |
Gibson, Sharan A. |
| author_sort |
Gibson, Sharan A. |
| title |
The Theory of Practice of Literacy Coaches: Describing the Relationship Between Coaching Sessions and Kindergarten and First Grade Teachers' Beliefs and Instructional Behaviors |
| title_short |
The Theory of Practice of Literacy Coaches: Describing the Relationship Between Coaching Sessions and Kindergarten and First Grade Teachers' Beliefs and Instructional Behaviors |
| title_full |
The Theory of Practice of Literacy Coaches: Describing the Relationship Between Coaching Sessions and Kindergarten and First Grade Teachers' Beliefs and Instructional Behaviors |
| title_fullStr |
The Theory of Practice of Literacy Coaches: Describing the Relationship Between Coaching Sessions and Kindergarten and First Grade Teachers' Beliefs and Instructional Behaviors |
| title_full_unstemmed |
The Theory of Practice of Literacy Coaches: Describing the Relationship Between Coaching Sessions and Kindergarten and First Grade Teachers' Beliefs and Instructional Behaviors |
| title_sort |
theory of practice of literacy coaches: describing the relationship between coaching sessions and kindergarten and first grade teachers' beliefs and instructional behaviors |
| publisher |
The Ohio State University / OhioLINK |
| publishDate |
2002 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=osu1220386723 |
| work_keys_str_mv |
AT gibsonsharana thetheoryofpracticeofliteracycoachesdescribingtherelationshipbetweencoachingsessionsandkindergartenandfirstgradeteachersbeliefsandinstructionalbehaviors AT gibsonsharana theoryofpracticeofliteracycoachesdescribingtherelationshipbetweencoachingsessionsandkindergartenandfirstgradeteachersbeliefsandinstructionalbehaviors |
| _version_ |
1719427552061161472 |