Teachers' Questions about Coaching: Pathways to Productive Collaborations.
Much has been written about the roles and responsibilities of literacy coaches, including the ways in which they can effectively communicate and work with teachers. Teachers, however, are often less certain about their roles and responsibilities when working with coaches. Many teachers also lack a c...
| Publicado en: | Reading Teacher Vol. 75; no. 2; pp. 197 - 207 |
|---|---|
| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Wiley-Blackwell
Sep2021
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=152926803&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 152926803 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Sep2021 vid: 75 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 152926803 10.1002/trtr.2048 ppf: 197 ppct: 10 formats: fmt: @attributes: type: P size: 767KB tig: atl: Teachers' Questions about Coaching: Pathways to Productive Collaborations. aug: au: L'Allier, Susan K. Brown, Erin M. su: Educational coaching Literacy education Mentoring in education Teacher attitudes Mentors sug: subj: Educational coaching Literacy education Mentoring in education Teacher attitudes Mentors keyword: coach–teacher communication coaching cycle coaching program collaboration literacy coaches professional learning ab: Much has been written about the roles and responsibilities of literacy coaches, including the ways in which they can effectively communicate and work with teachers. Teachers, however, are often less certain about their roles and responsibilities when working with coaches. Many teachers also lack a clear picture of the varied opportunities available for collaborating with coaches. These uncertainties can be minimized by employing some school‐wide and individualized communication routines to assure common understandings at the beginning and throughout a coaching initiative or a coaching cycle. Focusing on the teacher perspective and common questions about coaching, the authors provide research‐supported ways that teachers and coaches can engage in productive collaborations. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2021 holdings: @attributes: islocal: N |
|---|