The Challenging Role of a Reading Coach, a Cautionary Tale

Autor/inn/en	Al Otaiba, Stephanie; Hosp, John L.; Smartt, Susan; Dole, Janice A.
Titel	The Challenging Role of a Reading Coach, a Cautionary Tale
Quelle	In: Journal of Educational & Psychological Consultation, 18 (2008) 2, S.124-155 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
Schlagwörter	Reading Programs; Reading Improvement; Focus Groups; Reading Achievement; Teacher Surveys; Educational Change; Reading Instruction; Teaching Methods; Specialists; Reading Consultants; Professional Development; Teacher Improvement; Urban Schools; Elementary School Teachers; Reading Difficulties; Beginning Reading; Pretests Posttests; Teacher Attitudes; Case Studies; Economically Disadvantaged; Program Implementation; Program Development; Reading Research + Suchen Sie Ihr Suchwort? Leseleistung; Bildungsreform; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Reading difficulty; Leseschwierigkeit; Erstleseunterricht; Lehrerverhalten; Case study; Fallstudie; Case Study; Programmplanung; Leseforschung
Abstract	The purpose of this case study is to describe the challenges one coach faced during the initial implementation of a coaching initiative involving 33 teachers in an urban, high-poverty elementary school. Reading coaches are increasingly expected to play a key role in the professional development efforts to improve reading instruction in order to improve reading achievement for struggling readers. Data sources included initial reading scores for kindergarten and first-graders, pretest and posttest scores of teachers' knowledge, a teacher survey, focus group interviews, project documents, and field notes. Data were analyzed using a mixed methods approach. Findings revealed several challenges that have important implications for research and practice: that teachers encountered new information about teaching early reading that conflicted with their current knowledge, this new information conflicted with their core reading program, teachers had differing perceptions of the role of the reading coach that affected their feelings about the project, and reform efforts are time-intensive. (Contains 3 tables.) (As Provided).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10