Revisiting the Roles of Literacy Coaches: Does Reality Match Research?
| Autor: | Christie Martin, Jennifer I. Hathaway, Maryann Mraz |
|---|---|
| Rok vydání: | 2015 |
| Předmět: |
Linguistics and Language
media_common.quotation_subject 05 social sciences 050301 education Academic standards Literacy Education law.invention law Perception Student achievement Reading (process) Developmental and Educational Psychology CLARITY Mathematics education 0501 psychology and cognitive sciences Association (psychology) Psychology 0503 education 050104 developmental & child psychology media_common Diversity (business) |
| Zdroj: | Reading Psychology. 37:230-256 |
| ISSN: | 1521-0685 0270-2711 |
| DOI: | 10.1080/02702711.2015.1025165 |
| Popis: | This study surveyed 104 school-based elementary literacy coaches to explore their perceptions of their roles as coaches. These perceptions were then examined relative to the Standards for Reading Professionals—Revised 2010, developed by the International Reading Association. Overall, coaches reported the majority of the tasks they carried out as coaches were tasks they believed should be part of the role of a coach. They most highly valued tasks that allowed them to interact with and support teachers, ultimately leading to improved student achievement. Coaches also indicated a lack of clarity about their role in supporting the standards related to diversity. |
| Databáze: | OpenAIRE |
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