The Effect of content-focused coaching on the quality of classroom text discussions  

Oleh:

Matsumura, Lindsay Clare ; Garnier, Helen E. ; Spybrook, Jessaca

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal Of Teacher Education vol. 63 no. 03 (May 2012), page 214-228.
Topik: HLM (hierarchical linear modeling); literacy/reading teacher education; urban teacher education
Fulltext: The Effect of Content-Focused Coaching on the Quality.pdf (299.84KB)

Isi artikel

This study examines the effect of a comprehensive literacy-coaching program focused on enacting a discussion-based approach to reading comprehension instruction (content-focused coaching [CFC]) on the quality of classroom text discussions over 2 years. The study used a cluster-randomized trial in which schools were assigned to either CFC or standard practice in the district for literacy coaching. Observers rated classroom text discussions significantly higher in CFC schools. Teachers in the CFC schools participated more frequently in coaching activities that emphasized planning and reflecting on instruction, enacting lessons in their classrooms, building knowledge of the theory underlying effective pedagogy, and differentiating instruction than did the teachers in the comparison condition. Qualitative analyses of coach interviews identified substantive differences in the professional development support available to coaches, scope of coaches’ job responsibilities, and focus of coaching resources in the CFC schools and comparison schools.

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