Relevant bibliographies by topics / Literacy coach

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Literacy coach'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Literacy coach"

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Taylor, Rosemarye T., Bryan S. Zugelder, and Patricia Bowman. "Literacy coach effectiveness: the need for measurement." International Journal of Mentoring and Coaching in Education 2, no. 1 (2013): 34–46. http://dx.doi.org/10.1108/20466851311323078.

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Stevens, Nancy L. "The High School Literacy Coach: Searching for an Identity." Journal of Education 191, no. 3 (2011): 19–25. http://dx.doi.org/10.1177/002205741119100304.

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Woulfin, Sarah L. "Coach Professional Development in the Urban Emergent Context." Urban Education 55, no. 10 (2017): 1355–84. http://dx.doi.org/10.1177/0042085917714513.

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This article explicates the structure, content, and pedagogy of an urban district’s professional development for literacy coaches. To analyze qualitative data on a district’s yearlong coach professional development, I utilize situated cognition theory. Observation and interview data reveal that the coach community of practice (CCOP) was a venue in which coaches engaged in a variety of learning activities regarding literacy instruction, coaching, and school reform. The content of CCOP addressed a band of literacy instruction (e.g., assessment and intervention programs) and coaching methods. The
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MacPhee, Deborah, and Pamela Jewett. "Conflicting Discourses: Navigating the Tensions of Becoming a Literacy Coach." New Educator 13, no. 4 (2016): 408–31. http://dx.doi.org/10.1080/1547688x.2016.1237690.

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DiMeglio, Rachele A., and Melinda M. Mangin. "Setting the Standard: Role Definition for a Secondary Literacy Coach." Journal of Cases in Educational Leadership 13, no. 2 (2010): 5–12. http://dx.doi.org/10.1177/1555458910372652.

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Mangin, Melinda M. "Literacy Coach Role Implementation: How District Context Influences Reform Efforts." Educational Administration Quarterly 45, no. 5 (2009): 759–92. http://dx.doi.org/10.1177/0013161x09347731.

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Ulenski, Adam, Michele Gregoire Gill, and Michelle J. Kelley. "Developing and validating the elementary literacy coach self-efficacy survey." Teacher Educator 54, no. 3 (2019): 225–43. http://dx.doi.org/10.1080/08878730.2019.1590487.

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Lane, Mae, Mary Robbins, and Debra Price. "Establishing Content Validity for a Literacy Coach Performance Appraisal Instrument." Literacy Research and Instruction 52, no. 3 (2013): 230–53. http://dx.doi.org/10.1080/19388071.2013.782379.

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Robertson, Dana A., Lauren Breckenridge Padesky, Evelyn Ford-Connors, and Jeanne R. Paratore. "What Does It Mean to Say Coaching Is Relational?" Journal of Literacy Research 52, no. 1 (2020): 55–78. http://dx.doi.org/10.1177/1086296x19896632.

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This metasynthesis presents the collective findings based on a small corpus of studies ( n = 28) that examined literacy coaching in elementary and secondary settings from a relational perspective. We frame our analysis using Lysaker’s notions of relational teaching and theorize that, like classroom teaching, powerful literacy coaching is grounded in dialogic, co-constructive interactions in which the coach and teacher jointly develop new knowledge and skills. Our analysis indicates that the realization of co-construction may be influenced by differential patterns related to positioning and dis
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Kroshus, Emily, Jessica Wagner, David L. Wyrick, and Brian Hainline. "Pre-post Evaluation of the “Supporting Student-Athlete Mental Wellness” Module for College Coaches." Journal of Clinical Sport Psychology 13, no. 4 (2019): 668–85. http://dx.doi.org/10.1123/jcsp.2018-0082.

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This study sought to determine whether completion of the National Collegiate Athletic Association’s “Supporting Student-Athlete Mental Wellness” online module for coaches increased mental health literacy, reduced stigma, and increased intentions to: 1) communicate proactively with team members about the importance of mental health care seeking, and 2) respond appropriately to support an athlete believed to be struggling with a mental health issue. College head coaches completed pre-test surveys (n = 969) and immediate post-test surveys (n = 347, completion rate = 36%). Module completion was as
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Dissertations / Theses on the topic "Literacy coach"

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Dugan, Celeste C. "The Effectiveness of Literacy Coaches as Perceived by School Administrators, Classroom Teachers, and Literacy Coaches." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1134.

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School districts are hiring literacy coaches to provide professional development and followup support for teachers as a means to improve teacher effectiveness and student achievement in reading. A paucity of research exists reflecting a clear analysis of the factors which can be used to determine the effectiveness of a coach. According to a survey conducted by Roller (2006), few districts follow standards developed by the International Reading Association (2003) related to qualifications and experience. This lack of consistency in the training required could influence the effectiveness o
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Hobor, Gloria Argenti. "Literacy Coaching: A Case Study of the Interactions Between a Literacy Coach and Preschool Teachers." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1405019294.

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Doyle, Carletha Y. Smith Brooks Sharon. "The literary coach as instructional leader how three literacy coaches in rural Georgia improve teacher practices /." Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/carletha_y_smith/doyle_carletha_y_200908_EDD.pdf.

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"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Educational Administration." Title from PDF of title page (Georgia Southern University, viewed on May 1, 2010). Sharon Brooks, major professor; Charles Reavis, James Green, committee members. Electronic version approved: December 2009. Includes bibliographical references (p. 131-144).
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Morman, Karen. "Teacher Expectations of a Literacy Coaching Model." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2415.

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Public school instructional coaching programs are designed to improve pedagogy via collaboration between teachers and coaches. However, the utility of literacy coaching is limited because teachers may lack understanding of the instructional coaching model. The purpose of this case study was to explore teachers' expectations of literacy coaching in order to enhance professional development and teacher-coach partnerships. Guided by Knowles adult learning theory which states that adults benefit from designing and understanding relevancy of learning, this study examined elementary teachers' percep
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Smith, Antony T. "The middle school literacy coach : roles, contexts, and connections to teaching /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7557.

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Hull, Barbara Jane Anderson. "Teachers' and Principals' Perspectives of Literacy Coaching in an Elementary School." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1254.

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The purpose of this qualitative study was to discover the literacy coach's tasks and qualities teachers valued the most and which qualities they valued the least. Knowing those precepts might help one to become a more efficient and valuable resource for both classroom teachers and principals. School visits, focus group interviews, individual interviews, interviews with each principal, and documents from the 3 southwest Virginia schools in 2 districts provided the data for analysis. Teachers' and principals' perspectives of literacy coaching explained both the desirable and undesirable practice
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Hung, Carrie M. H. "Literacy Coaching: A Case Study of How a Literacy Coach Provides Support for a Kindergarten Teacher and a Second Grade Teacher." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331319643.

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Tessmann, Crystal Jacqueline. "Elementary Literacy Coaching in a Florida School District." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3263.

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Literacy coaching is a widely implemented method for increasing teacher effectiveness and student learning. However, literacy coaches, teachers, and administrators from various countries have expressed confusion and concerns regarding this method. In the current research setting, literacy coaching was implemented to improve reading test scores with inconsistent results. Cultural historical activity theory was used as the theoretical framework for this sequential explanatory mixed-methods research that explored literacy coaching relationships in the research site from the teachers' perspectives
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Beard, Gaysha V. "The adult learner, professional development, and the literacy coach an effective professional development model proposal /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 96 p, 2008. http://proquest.umi.com/pqdweb?did=1472129381&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Succar, Christiana C. "A New Literacy Coach and Two English Language Arts Teachers Learn Together: A Narrative Inquiry." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7960.

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Literacy coaching is not new to education. Since the 2001 shift in the United States (U.S.) educational policy towards high-quality teacher training, accountability, and student achievement, literacy or reading coach positions have been a core part of the educational institution (U. S. Department of Education, 2003). However, with undefined coaching roles and inadequate coach training early in the initiative, minimal impact on effective teacher development and instructional shifts towards closing the achievement gap occurred (Dole, 2003; International Reading Association, 2004). In the past te
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Books on the topic "Literacy coach"

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Bonnie, Mackey, ed. Collaborating for real literacy: Librarian, teacher, literacy coach, and principal. Linworth, an Imprint of ABC-CLIO, LLC, 2013.

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Davis, Bonnie M. How to coach teachers who don't think like you: Using literacy strategies to coach across content areas. Corwin Press, 2008.

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M, Rodgers Emily, ed. The effective literacy coach: Using inquiry to support teaching and learning. Teachers College, Columbia University, 2007.

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Freud's couch, Scott's buttocks, Brontë's grave. University of Chicago Press, 2011.

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Creativity for life: Practical advice on the artist's personality and career from America's foremost creativity coach. New World Library, 2007.

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Karlsen, Helen, and Denise Liddiard. Computer Coach. Cambridge University Press, 2014.

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Karlsen, Helen, and Denise Liddiard. Computer Coach. Cambridge University Press, 2015.

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Rodgers, Adrian, and Emily Rodgers. The Effective Literacy Coach (Language and Literacy). Teachers College Press, Teachers College, Columbia University, 2007.

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Rodgers, Adrian, and Emily Rodgers. The Effective Literacy Coach (Language and Literacy). Teachers College Press, Teachers College, Columbia University, 2007.

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Literacy Coach: Guiding in the Right Direction. Pearson Higher Education & Professional Group, 2010.

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Book chapters on the topic "Literacy coach"

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Le Messurier, Mark. "A short guide to coach Social and Emotional Literacy (SEL)." In Teaching Values of Being Human. Routledge, 2020. http://dx.doi.org/10.4324/9781003028048-1.

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Patterson, Lee. "Chaucer’s Pardoner on the Couch: Psyche and Clio in Medieval Literary Studies." In Temporal Circumstances. Palgrave Macmillan US, 2006. http://dx.doi.org/10.1007/978-1-137-08451-4_5.

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Keith, Karin J., LaShay Jennings, and Renee Moran. "Coaching as a Grass Roots Effort for Building Leadership Capacity." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0669-0.ch011.

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Literacy coaches fulfill many roles that enrich the lives of teachers and students. In order for coaches to successfully build leadership capacity, teachers must know the purpose and role of the coach. In this chapter a model of coaching is presented as well as how the coach can facilitate activities that transform the culture of the school. In the model presented, the coach's agency influenced teachers to systematically inquire into their own teaching practices, regularly use data to drive instructional decisions, and reflect upon their decision making practices in ways that promoted literacy growth and success for all stakeholders. The agency included coaching roles of resource provider, data coach, demonstrator of classroom practices, observer of classroom practices, and job-embedded professional development. Additionally, the literacy coach served as a change agent and built teacher capacity taking on these roles.
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"Mentoring Teacher Change: Even Cinderella Had a Coach." In Perspectives on Rescuing Urban Literacy Education. Routledge, 2003. http://dx.doi.org/10.4324/9781410609472-21.

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Malavasic, Jolene T. "Changing Worlds of the Reading Specialist/Literacy Coach." In Collaborative Learning Communities in Middle School Literacy Education. Routledge, 2019. http://dx.doi.org/10.4324/9780429425103-4.

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Daoud, Ines Mezghani, and Marwa Meddeb. "The Role of Social Marketing in Preventing the Spread of Non-Communicable Diseases." In Research Anthology on Improving Health Literacy Through Patient Communication and Mass Media. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2414-8.ch027.

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Non-communicable diseases (NCDs) such as obesity, diabetes, cardiovascular diseases, and cancers have become a major health concern for most countries around the world. Different elements such as social, biological, and environmental cause the NCDs. But the only way that one can intentionally modify to avoid these diseases is the desire to reduce risk factors for physical activity, tobacco, and diet. Several prevention strategies have been launched worldwide thorough governmental programs by implementing policies/laws. However, these programs don't integrate active communicate participation and support with the social community. This chapter aims to bring out the priority of enhancing the level of public awareness of NCDs. To ensure public responsiveness, the focus of this research is to create an effective solution to prevent risky behavior. The authors focus on the construction of “Sahtek,” a social media solution developed on the fundamentals of social marketing, to better coach and promote awareness of NCDs prevention.
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Boyle, Christina, Maria Wills, Lauren E. Jackson, Nicole Kammer, and Tracy Mulvaney. "How School Leaders Can Support Teachers With Program Implementation." In Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5557-6.ch009.

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Continuous reflective practices are a driving agent in allowing educational stakeholders to understand the consistent need for recurring change in P-12 learning settings. In this chapter, school leaders describe how they are supporting teachers and ancillary instructional staff with implementing transformative action-based programs. Four transformative leadership initiative case studies will be described. The authors bring various perspectives of supporting program implementation due to their roles in school districts as an elementary ELL teacher, a teacher coach and math teacher, and a district supervisor of Early Childhood education. The first case study will walk readers through how the infusion of a literacy program was conducted using transformational read-alouds to boost reading engagement and motivation amongst English language learners. Next, a teacher coach and math teacher will share how professional learning communities (PLCs) were utilized to promote collaboration amongst K-5 teachers throughout the implementation of a new core mathematics program. The third case study examines a doctoral student project that provided evidence based professional development on early science inquiry. Finally, a Supervisor of Early Childhood details how teachers were supported with the implementation of a three-tiered instructional intervention designed to aid preschool students with developing kindergarten readiness skills to close an identified transitionary achievement gap between preschool and kindergarten classrooms in the participating school district.
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Donohue, Patricia J., and Martha E. Crosby. "Developing a Culturally-Rich Interactive Model for mLearning." In Pedagogical Applications and Social Effects of Mobile Technology Integration. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2985-1.ch012.

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The authors’ research group is part of a national consortium that developed and tested a successful Studio-Based Learning (SBL) model for teaching programming in undergraduate Computer Science (CS). The model was also developed for a 9th-grade Spatial Studies class to improve mathematics, digital literacy, and raise student interest in computing. Early CS course evaluations showed that culturally relevant content helped improve student learning and engagement. The group investigated the ability of mobile learning to personalize instruction, adapt content to cultural contexts, and coach students through complex design problems. Mobile offered a solution to improve and raise the quality of students’ SBL experience. The result presented here are the group’s modified mobile SBL model, the “mLearning Design Studio” (mLDS). The authors propose mLDS will improve students’ SBL experience, augment their analytical skills, attract more underrepresented students into computer science, raise all students’ skills needed to enter and compete in today’s global workforce.
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Yoshikawa, Saeko. "Introduction." In William Wordsworth and Modern Travel. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789621181.003.0001.

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After establishing the scope and critical context of the book, the Introduction gives a brief history of the A591 main road linking Kendal and Keswick. This ancient road was and is the central axis of the Lake District in many respects; it was a setting for several poems of Wordsworth, and along it Wordsworth, Coleridge and other Romantic writers took up residence. Attracted by these literary associations and by the spectacular landscape, tourists have journeyed along the road on foot, by coach, by bicycle, and in motor vehicles. The surrounding landscape has also been a centre of campaigns against many projected incursions by railways and road constructions. As a principal site of the book, this chapter gives a cultural and social portrayal of the road, following Hardwick Drummond Rawnsley’s coach journey of 1888 — a glimpse of the last days of pre-modern literary tourism by coach — to highlight how this traditional mode of travel was affected by the age of transport revolutions.
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"ARTHUR QUILLER-COUCH:." In Robert Louis Stevenson, Literary Networks and Transatlantic Publishing in the 1890s. Anthem Press, 2020. http://dx.doi.org/10.2307/j.ctvrnfrb3.11.

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Conference papers on the topic "Literacy coach"

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Buchem, Ilona, and Carolin Gellner. "DESIGNING A VIRTUAL LEARNING COACH FOR SUPPORT OF DIGITAL LITERACY OF SENIOR LEARNERS IN CONTEXT OF THE ELECTRONIC HEALTH RECORD. DESIGN CONSIDERATIONS IN THE EPA-COACH PROJECT." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1745.

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