What Does It Mean to Say Coaching Is Relational?
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| Title: | What Does It Mean to Say Coaching Is Relational? |
|---|---|
| Language: | English |
| Authors: | Robertson, Dana A., Padesky, Lauren Breckenridge, Ford-Connors, Evelyn, Paratore, Jeanne R. |
| Source: | Journal of Literacy Research. Mar 2020 52(1):55-78. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Coaching (Performance), Interpersonal Relationship, Elementary Secondary Education, Knowledge Level, Expertise, Risk, Teachers, Literacy Education, Power Structure, Emotional Response |
| DOI: | 10.1177/1086296X19896632 |
| ISSN: | 1086-296X |
| Abstract: | 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 dispositions toward coaching: (a) knowledge flow, (b) distributed expertise, and (c) vulnerability. To explicate these patterns, we present evidence of opportunities that enhanced co-construction and obstacles that reduced co-construction. We conclude by discussing how coaches and teachers can develop reciprocity in coach-teacher relationships and move toward more relational coaching approaches. Finally, we provide directions for future research. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1243263 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1243263 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: What Does It Mean to Say Coaching Is Relational? – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Robertson%2C+Dana+A%2E%22">Robertson, Dana A.</searchLink><br /><searchLink fieldCode="AR" term="%22Padesky%2C+Lauren+Breckenridge%22">Padesky, Lauren Breckenridge</searchLink><br /><searchLink fieldCode="AR" term="%22Ford-Connors%2C+Evelyn%22">Ford-Connors, Evelyn</searchLink><br /><searchLink fieldCode="AR" term="%22Paratore%2C+Jeanne+R%2E%22">Paratore, Jeanne R.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Literacy+Research%22"><i>Journal of Literacy Research</i></searchLink>. Mar 2020 52(1):55-78. – Name: Avail Label: Availability Group: Avail Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 24 – Name: DatePubCY Label: Publication Date Group: Date Data: 2020 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Information Analyses – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Expertise%22">Expertise</searchLink><br /><searchLink fieldCode="DE" term="%22Risk%22">Risk</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1177/1086296X19896632 – Name: ISSN Label: ISSN Group: ISSN Data: 1086-296X – Name: Abstract Label: Abstract Group: Ab Data: 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 dispositions toward coaching: (a) knowledge flow, (b) distributed expertise, and (c) vulnerability. To explicate these patterns, we present evidence of opportunities that enhanced co-construction and obstacles that reduced co-construction. We conclude by discussing how coaches and teachers can develop reciprocity in coach-teacher relationships and move toward more relational coaching approaches. Finally, we provide directions for future research. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2020 – Name: AN Label: Accession Number Group: ID Data: EJ1243263 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1243263 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/1086296X19896632 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 55 Subjects: – SubjectFull: Coaching (Performance) Type: general – SubjectFull: Interpersonal Relationship Type: general – SubjectFull: Elementary Secondary Education Type: general – SubjectFull: Knowledge Level Type: general – SubjectFull: Expertise Type: general – SubjectFull: Risk Type: general – SubjectFull: Teachers Type: general – SubjectFull: Literacy Education Type: general – SubjectFull: Power Structure Type: general – SubjectFull: Emotional Response Type: general Titles: – TitleFull: What Does It Mean to Say Coaching Is Relational? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Robertson, Dana A. – PersonEntity: Name: NameFull: Padesky, Lauren Breckenridge – PersonEntity: Name: NameFull: Ford-Connors, Evelyn – PersonEntity: Name: NameFull: Paratore, Jeanne R. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 1086-296X Numbering: – Type: volume Value: 52 – Type: issue Value: 1 Titles: – TitleFull: Journal of Literacy Research Type: main |
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