Coaching Heavy as a Disciplinary Outsider: Negotiating Disciplinary Literacy for Adolescents

Autor/in	Wilder, Philip
Titel	Coaching Heavy as a Disciplinary Outsider: Negotiating Disciplinary Literacy for Adolescents
Quelle	In: High School Journal, 97 (2014) 3, S.159-179 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1498
DOI	10.1353/hsj.2014.0003
Schlagwörter	Coaching (Performance); Secondary School Teachers; Algebra; Mathematics Instruction; Secondary School Mathematics; Mathematics Skills; Mathematics Teachers; Case Studies; High School Freshmen; Semi Structured Interviews; Observation; Intention; Beliefs; Cooperation; Problem Solving; Teaching Methods; Reading Skills; Literacy Education; Content Area Reading + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Beobachtung; Belief; Glaube; Co-operation; Kooperation; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Reading skill; Lesefertigkeit; Sinnerfassendes Lesen
Abstract	Instructional coaching runs the risk of being abandoned by policy makers and secondary schools if efficacy expectations related to adolescent literacy are not met (Knight, 2010; Walpole & McKenna, 2008). Research into coaching has examined the roles of coaches (Borman & Fenger, 2006; Smith, 2007) as well as the stances employed during collaborations (Costa & Garmston, 2002; Deussen et al., 2007; Ippolito, 2010), but insufficient research has explored how secondary coaches attempt to impact adolescent literacy in unfamiliar disciplines and the ways instructional coaches use coaching practices to negotiate disciplinary tensions. This paper is part of a larger qualitative study aimed at investigating the "heavy coaching" (Killion, 2009; 2010) discourse and practices employed by coaches at three different secondary schools as they attempted to improve the disciplinary literacy of students. In this paper, I present the case study of Eric, a former high school English teacher, as he worked with a high school algebra teacher, Jackie, over the course of a semester. While Eric attempted to coach heavy, the disciplinary tensions prompted him to employ situated coaching practices. Findings from this study suggest a disciplinary outsider status may be ameliorated through a coach's use of transparency and collaborative practitioner inquiry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10