Literacy Coaching for Instructional Change in Guided Reading: Navigating Form and Function.
Saved in:
| Title: | Literacy Coaching for Instructional Change in Guided Reading: Navigating Form and Function. |
|---|---|
| Authors: | Morgan, Denise N.1 dmorgan2@kent.edu, Bates, Celeste C.2 celestb@clemson.edu, Griffith, Robin3 r.griffith@tcu.edu |
| Source: | Reading Horizons. 2022, Vol. 61 Issue 3, p45-67. 23p. |
| Subject Terms: | *Curriculum change, *Literacy, *Reading, Scheduling |
| Abstract: | The purpose of this research was to examine how one teacher's guided reading instruction evolved while engaged in a job-embedded professional development experience across the school year. The teacher taught and debriefed multiple guided reading lessons per visit with a literacy coach. The authors employed qualitative methods to analyze the transcripts from interviews and pre- and postconferences, written reflections, and field notes from the lessons. Findings demonstrate that the teacher shifted from being hyper-focused on the form of guided reading to the actual function of guided reading. Initially, she concentrated on text level, time and planning, and management, which the authors identified as attention to form; over time she gave more attention to the decision-making aspects and instructional opportunities that the authors identified as the function of guided reading. The findings further show how the social nature of the job-embedded professional development supported the teacher's change in instructional practices. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading Horizons is the property of Western Michigan University, College of Education & Human Development and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 161202894 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Literacy Coaching for Instructional Change in Guided Reading: Navigating Form and Function. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Morgan%2C+Denise+N%2E%22">Morgan, Denise N.</searchLink><relatesTo>1</relatesTo><i> dmorgan2@kent.edu</i><br /><searchLink fieldCode="AR" term="%22Bates%2C+Celeste+C%2E%22">Bates, Celeste C.</searchLink><relatesTo>2</relatesTo><i> celestb@clemson.edu</i><br /><searchLink fieldCode="AR" term="%22Griffith%2C+Robin%22">Griffith, Robin</searchLink><relatesTo>3</relatesTo><i> r.griffith@tcu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+Horizons%22">Reading Horizons</searchLink>. 2022, Vol. 61 Issue 3, p45-67. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Curriculum+change%22">Curriculum change</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Scheduling%22">Scheduling</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The purpose of this research was to examine how one teacher's guided reading instruction evolved while engaged in a job-embedded professional development experience across the school year. The teacher taught and debriefed multiple guided reading lessons per visit with a literacy coach. The authors employed qualitative methods to analyze the transcripts from interviews and pre- and postconferences, written reflections, and field notes from the lessons. Findings demonstrate that the teacher shifted from being hyper-focused on the form of guided reading to the actual function of guided reading. Initially, she concentrated on text level, time and planning, and management, which the authors identified as attention to form; over time she gave more attention to the decision-making aspects and instructional opportunities that the authors identified as the function of guided reading. The findings further show how the social nature of the job-embedded professional development supported the teacher's change in instructional practices. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading Horizons is the property of Western Michigan University, College of Education & Human Development and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=161202894 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 45 Subjects: – SubjectFull: Curriculum change Type: general – SubjectFull: Literacy Type: general – SubjectFull: Reading Type: general – SubjectFull: Scheduling Type: general Titles: – TitleFull: Literacy Coaching for Instructional Change in Guided Reading: Navigating Form and Function. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Morgan, Denise N. – PersonEntity: Name: NameFull: Bates, Celeste C. – PersonEntity: Name: NameFull: Griffith, Robin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: 2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 00340502 Numbering: – Type: volume Value: 61 – Type: issue Value: 3 Titles: – TitleFull: Reading Horizons Type: main |
| ResultId | 1 |
