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Unpacking Productive Coaching Interactions: Identifying Coaching Approaches That Support Instructional Uptake

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Title: Unpacking Productive Coaching Interactions: Identifying Coaching Approaches That Support Instructional Uptake
Language: English
Authors: Robertson, Dana A. (ORCID 0000-0003-0336-2579), Ford-Connors, Evelyn, Frahm, Tia, Bock, Kristen, Paratore, Jeanne R.
Source: Professional Development in Education. 2020 46(3):405-423.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Coaching (Performance), Interaction, Faculty Development, Tutoring, Interpersonal Relationship, Interpersonal Communication, Discourse Modes, Literacy Education, Cooperation, Summer Programs, College Faculty, Teacher Collaboration, Reading Instruction, Children, Early Adolescents, Teacher Competencies, Teaching Methods, Reading Strategies
DOI: 10.1080/19415257.2019.1634628
ISSN: 1941-5257
Abstract: This multiple-case study utilised inductive and deductive analyses of interactions of five coach-teacher dyads at two university-based literacy clinics to investigate procedural knowledge -- what coaches say and do -- to guide teachers toward greater instructional expertise. Using theories of situated cognition and positioning and framed within social constructivism, we examined videos of coaching and tutoring and identified predominant coaching interaction discourse and three facilitative coaching approaches associated with teachers' uptake of instructional ideas: (1) joint problem identification; (2) redirection and reinterpretation; (3) 'flipped' IRE framework. We conclude by arguing how coaches' talk creates agentive space for teachers to initiate intentional instruction.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1257843
Database: ERIC
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  Data: Unpacking Productive Coaching Interactions: Identifying Coaching Approaches That Support Instructional Uptake
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  Data: <searchLink fieldCode="AR" term="%22Robertson%2C+Dana+A%2E%22">Robertson, Dana A.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0336-2579">0000-0003-0336-2579</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ford-Connors%2C+Evelyn%22">Ford-Connors, Evelyn</searchLink><br /><searchLink fieldCode="AR" term="%22Frahm%2C+Tia%22">Frahm, Tia</searchLink><br /><searchLink fieldCode="AR" term="%22Bock%2C+Kristen%22">Bock, Kristen</searchLink><br /><searchLink fieldCode="AR" term="%22Paratore%2C+Jeanne+R%2E%22">Paratore, Jeanne R.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Professional+Development+in+Education%22"><i>Professional Development in Education</i></searchLink>. 2020 46(3):405-423.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 19
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  Data: 2020
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Modes%22">Discourse Modes</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Summer+Programs%22">Summer Programs</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Adolescents%22">Early Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink>
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  Data: 10.1080/19415257.2019.1634628
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  Data: This multiple-case study utilised inductive and deductive analyses of interactions of five coach-teacher dyads at two university-based literacy clinics to investigate procedural knowledge -- what coaches say and do -- to guide teachers toward greater instructional expertise. Using theories of situated cognition and positioning and framed within social constructivism, we examined videos of coaching and tutoring and identified predominant coaching interaction discourse and three facilitative coaching approaches associated with teachers' uptake of instructional ideas: (1) joint problem identification; (2) redirection and reinterpretation; (3) 'flipped' IRE framework. We conclude by arguing how coaches' talk creates agentive space for teachers to initiate intentional instruction.
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  Data: EJ1257843
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      – SubjectFull: Interaction
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      – SubjectFull: Faculty Development
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      – SubjectFull: Summer Programs
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      – TitleFull: Unpacking Productive Coaching Interactions: Identifying Coaching Approaches That Support Instructional Uptake
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