Early Childhood Literacy Coaches' Role Perceptions and Recommendations for Change

Autor/inn/en	Kissel, Brian; Mraz, Maryann; Algozzine, Bob; Stover, Katie
Titel	Early Childhood Literacy Coaches' Role Perceptions and Recommendations for Change
Quelle	In: Journal of Research in Childhood Education, 25 (2011) 3, S.288-303 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
Schlagwörter	Young Children; Faculty Development; Literacy Education; Preschool Teachers; Reflection; Teacher Role; Role Perception + Suchen Sie Ihr Suchwort? Frühe Kindheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerrolle; Role conception; Rollenverständnis
Abstract	In recent years, literacy coaches have emerged as an integral part of a school's literacy team. Although current research on literacy coaching examines the work of coaches at the elementary and middle/secondary school levels, little research exists on the roles and perspectives of early childhood literacy coaches. This study sought to fill that gap by examining the current priorities of 20 early childhood literacy coaches and their recommendations for enhancing their roles as literacy coaches. We found that early childhood literacy coaches identified serving as content expert, promoter of self-reflection, and professional development facilitator as high priorities for their current work. They identified facilitator of the school-wide literacy community as a low priority. (Contains 2 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10