Pub Date : 2020-04-02DOI: 10.1080/19388071.2019.1709927
V. Collet, Angelia C. Greiner
ABSTRACT A concern about grammar and usage instruction is the ineffectiveness of the frequently-used practice of worksheets and out-of-context application. In light of recent findings that applied grammar instruction can improve students’ writing, a need for research on increasing teachers’ pedagogical knowledge in this area is indicated. This case study examines teacher professional development to consider what aspects promote and extend teacher knowledge and practice in this area. Three high-school English teachers participated in a month-long Lesson Study cycle. Findings suggest that teachers’ insights about active, collaborative grammar instruction appear to have been supported by their own collaboration and by joint observation of practice. Providing opportunities for teachers to reflect together on what was observed encouraged learning that transcended the specific lesson.
{"title":"Revisioning Grammar Instruction through Collaborative Lesson Study: A New Apprenticeship of Observation","authors":"V. Collet, Angelia C. Greiner","doi":"10.1080/19388071.2019.1709927","DOIUrl":"https://doi.org/10.1080/19388071.2019.1709927","url":null,"abstract":"ABSTRACT A concern about grammar and usage instruction is the ineffectiveness of the frequently-used practice of worksheets and out-of-context application. In light of recent findings that applied grammar instruction can improve students’ writing, a need for research on increasing teachers’ pedagogical knowledge in this area is indicated. This case study examines teacher professional development to consider what aspects promote and extend teacher knowledge and practice in this area. Three high-school English teachers participated in a month-long Lesson Study cycle. Findings suggest that teachers’ insights about active, collaborative grammar instruction appear to have been supported by their own collaboration and by joint observation of practice. Providing opportunities for teachers to reflect together on what was observed encouraged learning that transcended the specific lesson.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"59 1","pages":"120 - 95"},"PeriodicalIF":1.2,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2019.1709927","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46235293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-21DOI: 10.1080/19388071.2020.1730529
Catherine Lammert
ABSTRACT Inquiry models of teaching and learning have a long history in education. With a focus on contemporary (2000–2018) empirical research, this systematic review of literature focuses on the question: What is known about how inquiry is used and framed in literacy preservice teacher preparation? Findings suggest that inquiry is an effective tool for preservice teacher learning, and although there are challenges (i.e. time, resources, preservice teachers’ preconceived ideas about curriculum, and curricular constraints), preservice teachers can learn to enact inquiry-based teaching methods with transformative possibilities.
{"title":"Becoming Inquirers: A Review of Research on Inquiry Methods in Literacy Preservice Teacher Preparation","authors":"Catherine Lammert","doi":"10.1080/19388071.2020.1730529","DOIUrl":"https://doi.org/10.1080/19388071.2020.1730529","url":null,"abstract":"ABSTRACT Inquiry models of teaching and learning have a long history in education. With a focus on contemporary (2000–2018) empirical research, this systematic review of literature focuses on the question: What is known about how inquiry is used and framed in literacy preservice teacher preparation? Findings suggest that inquiry is an effective tool for preservice teacher learning, and although there are challenges (i.e. time, resources, preservice teachers’ preconceived ideas about curriculum, and curricular constraints), preservice teachers can learn to enact inquiry-based teaching methods with transformative possibilities.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"59 1","pages":"191 - 217"},"PeriodicalIF":1.2,"publicationDate":"2020-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1730529","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42120134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-11DOI: 10.1080/19388071.2020.1720048
Katherine Landau Wright, Tracey S. Hodges, S. Dismuke, Peter Boedeker
ABSTRACT In many states, writing is tested only in selected grades causing writing instruction often to be over-emphasized some years and neglected in others. The present study examines how students’ motivation for writing differs during the middle school years. We administered the Self-Beliefs, Writing Beliefs, and Attitude Survey (SWAS) to a cross-sectional sample of students at two middle schools shortly after the 7th graders completed a high-stakes writing exam. Results indicate that 6th and 8th graders had higher average scores of writing motivation compared to their 7th-grade peers, with 6th graders possessing higher average levels of attitude toward writing and beliefs about writing compared to 8th graders. The varying pressure and absence of writing may be influencing students’ motivation to write and views of writing.
{"title":"Writing Motivation and Middle School: An Examination of Changes in Students’ Motivation for Writing","authors":"Katherine Landau Wright, Tracey S. Hodges, S. Dismuke, Peter Boedeker","doi":"10.1080/19388071.2020.1720048","DOIUrl":"https://doi.org/10.1080/19388071.2020.1720048","url":null,"abstract":"ABSTRACT In many states, writing is tested only in selected grades causing writing instruction often to be over-emphasized some years and neglected in others. The present study examines how students’ motivation for writing differs during the middle school years. We administered the Self-Beliefs, Writing Beliefs, and Attitude Survey (SWAS) to a cross-sectional sample of students at two middle schools shortly after the 7th graders completed a high-stakes writing exam. Results indicate that 6th and 8th graders had higher average scores of writing motivation compared to their 7th-grade peers, with 6th graders possessing higher average levels of attitude toward writing and beliefs about writing compared to 8th graders. The varying pressure and absence of writing may be influencing students’ motivation to write and views of writing.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"59 1","pages":"148 - 168"},"PeriodicalIF":1.2,"publicationDate":"2020-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1720048","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49218544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-12DOI: 10.1080/19388071.2019.1710785
Emily J. M. Ciesielski, N. Creaghead
ABSTRACT There is considerable concern regarding our nation’s literacy skills. Research has repeatedly shown that the literacy trajectory is well established very early in the school career. Early childhood educators (ECEs) have the ability to influence a child’s literacy skills provided they have the required knowledge and tools. Professional development (PD) is a means of providing the knowledge and skills, but is not always effective. This article presents the results of a systematic review of the literature of preschool children’s phonological awareness improvement following PD for the respective ECEs. The results from 15 studies from 2003 to 2019 are synthesized and discussed to determine the components of PD that make it effective. The studies revealed a wide range of effect sizes, ranging from negligible to very large. Aspects of effective PD, including the education and experience of the ECEs, the format and structure of the PD, and the content of the educational program, are considered. The findings have important instructional implications for PD in the preschool setting.
{"title":"The Effectiveness of Professional Development on the Phonological Awareness Outcomes of Preschool Children: A Systematic Review","authors":"Emily J. M. Ciesielski, N. Creaghead","doi":"10.1080/19388071.2019.1710785","DOIUrl":"https://doi.org/10.1080/19388071.2019.1710785","url":null,"abstract":"ABSTRACT There is considerable concern regarding our nation’s literacy skills. Research has repeatedly shown that the literacy trajectory is well established very early in the school career. Early childhood educators (ECEs) have the ability to influence a child’s literacy skills provided they have the required knowledge and tools. Professional development (PD) is a means of providing the knowledge and skills, but is not always effective. This article presents the results of a systematic review of the literature of preschool children’s phonological awareness improvement following PD for the respective ECEs. The results from 15 studies from 2003 to 2019 are synthesized and discussed to determine the components of PD that make it effective. The studies revealed a wide range of effect sizes, ranging from negligible to very large. Aspects of effective PD, including the education and experience of the ECEs, the format and structure of the PD, and the content of the educational program, are considered. The findings have important instructional implications for PD in the preschool setting.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"59 1","pages":"121 - 147"},"PeriodicalIF":1.2,"publicationDate":"2020-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2019.1710785","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46698130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/19388071.2019.1662143
Ibrahim A. Asadi
ABSTRACT Listening comprehension (LC) is considered an important but complex skill that predicts later reading comprehension in various languages. In this study, we aimed at understanding the relationship of LC with different linguistic and cognitive components. For this purpose, 262 Arabic-speaking kindergartners participated in this study. Our regression results showed that both linguistic and cognitive measures explained 53% of the variance in LC. Regarding the linguistic measures, while vocabulary, syntactic knowledge and morphological knowledge contributed significantly to LC, the phonological awareness contribution was not significant. As for the cognitive measures, both working memory and speed of processing were found to contribute significantly to LC whereas the contribution of speed of processing was marginal. Our findings are discussed in the light of previous findings in the literature.
{"title":"The Contribution of Linguistic and Cognitive Measures to Listening Comprehension among Arabic-speaking Kindergartners","authors":"Ibrahim A. Asadi","doi":"10.1080/19388071.2019.1662143","DOIUrl":"https://doi.org/10.1080/19388071.2019.1662143","url":null,"abstract":"ABSTRACT Listening comprehension (LC) is considered an important but complex skill that predicts later reading comprehension in various languages. In this study, we aimed at understanding the relationship of LC with different linguistic and cognitive components. For this purpose, 262 Arabic-speaking kindergartners participated in this study. Our regression results showed that both linguistic and cognitive measures explained 53% of the variance in LC. Regarding the linguistic measures, while vocabulary, syntactic knowledge and morphological knowledge contributed significantly to LC, the phonological awareness contribution was not significant. As for the cognitive measures, both working memory and speed of processing were found to contribute significantly to LC whereas the contribution of speed of processing was marginal. Our findings are discussed in the light of previous findings in the literature.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"59 1","pages":"1 - 16"},"PeriodicalIF":1.2,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2019.1662143","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43597916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/19388071.2019.1686093
Annie Squire, S. Clark
ABSTRACT The population of emerging bilinguals (EBs) is rapidly growing across the United States leaving many teachers wondering how best to teach these students to read and write effectively in English. Concurrently, and as a result of the Common Core State Standards, elementary school students are required to produce more sophisticated writing than ever before. For example, all students in Grades K-5 are expected to write an opinion essay that requires an understanding of the topic in order to generate an opinion and the ability to craft evidence to support this opinion. The purpose of this study was to determine how EBs develop as writers of opinion essays. A multiple case study was conducted in a 4th grade English as a Second Language classroom where students (N = 6) were taught to write opinion essays in English. Data sources included interviews, classroom observations, and multiple student writing and work samples that were conducted and collected over the course of six weeks. Three specific categories emerged from the data including: (a) a more knowledgeable other, (b) the need for two-step graphic organizers, and (c) the value of partner talk/collaboration. Implications and recommendations of these findings are provided for both educators and researchers.
{"title":"Exploring How Fourth-Grade Emerging Bilinguals Learn to Write Opinion Essays","authors":"Annie Squire, S. Clark","doi":"10.1080/19388071.2019.1686093","DOIUrl":"https://doi.org/10.1080/19388071.2019.1686093","url":null,"abstract":"ABSTRACT The population of emerging bilinguals (EBs) is rapidly growing across the United States leaving many teachers wondering how best to teach these students to read and write effectively in English. Concurrently, and as a result of the Common Core State Standards, elementary school students are required to produce more sophisticated writing than ever before. For example, all students in Grades K-5 are expected to write an opinion essay that requires an understanding of the topic in order to generate an opinion and the ability to craft evidence to support this opinion. The purpose of this study was to determine how EBs develop as writers of opinion essays. A multiple case study was conducted in a 4th grade English as a Second Language classroom where students (N = 6) were taught to write opinion essays in English. Data sources included interviews, classroom observations, and multiple student writing and work samples that were conducted and collected over the course of six weeks. Three specific categories emerged from the data including: (a) a more knowledgeable other, (b) the need for two-step graphic organizers, and (c) the value of partner talk/collaboration. Implications and recommendations of these findings are provided for both educators and researchers.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"59 1","pages":"53 - 77"},"PeriodicalIF":1.2,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2019.1686093","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48601507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/19388071.2019.1662861
J. Nelson, Aimee Papola-Ellis, E. Giatsou
ABSTRACT The authors examine the influence of a course focused on literacy and data in a field-based teacher preparation program on teacher candidate preparedness to teach literacy. This course is taken by Birth to grade 12 candidates during their third year in the program and places them in local schools eight hours per week for twelve weeks. Our findings suggest: a) candidates obtained a deep understanding of the multifaceted nature of literacy instruction; b) candidates displayed the ability to authentically differentiate literacy instruction to meet student needs; c) candidates felt confident making “in the moment” decisions to improve literacy instruction; and d) candidates developed confidence as a literacy teacher. In our discussion, we consider these findings in relation to being immersed in high-quality field experiences with strong faculty support and collaboration with a range of stakeholders, and how these factors may have contributed to some of the professional knowledge development in the candidates.
{"title":"Developing Literacy-minded Educators: Authentic Field-based Teacher Preparation","authors":"J. Nelson, Aimee Papola-Ellis, E. Giatsou","doi":"10.1080/19388071.2019.1662861","DOIUrl":"https://doi.org/10.1080/19388071.2019.1662861","url":null,"abstract":"ABSTRACT The authors examine the influence of a course focused on literacy and data in a field-based teacher preparation program on teacher candidate preparedness to teach literacy. This course is taken by Birth to grade 12 candidates during their third year in the program and places them in local schools eight hours per week for twelve weeks. Our findings suggest: a) candidates obtained a deep understanding of the multifaceted nature of literacy instruction; b) candidates displayed the ability to authentically differentiate literacy instruction to meet student needs; c) candidates felt confident making “in the moment” decisions to improve literacy instruction; and d) candidates developed confidence as a literacy teacher. In our discussion, we consider these findings in relation to being immersed in high-quality field experiences with strong faculty support and collaboration with a range of stakeholders, and how these factors may have contributed to some of the professional knowledge development in the candidates.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"59 1","pages":"17 - 38"},"PeriodicalIF":1.2,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2019.1662861","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44809022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/19388071.2019.1687794
Ann Schmitt, Sherri L. Horner, M. Lavery
ABSTRACT Children of Migrant and Seasonal Farmworkers (MSFWs) in the United States face educational challenges from language barriers and disjointed schooling due to migration and other factors. This quasi-experimental pretest/posttest study investigated whether summer Migrant Education Programs (MEP) could help prevent summer learning loss in English proficiency. Kindergarten through fourth-grade Latinx migrant students who attended MEP summer programs in Northwest Ohio were assessed with the IDEA Proficiency Test (n = 246) and the i-Ready Diagnostic (n = 92). Paired samples t-tests analyzed pre/post differences, and ANOVA and ANCOVA analyzed differences in gains between school locations and grade levels. On average, migrant students attending the MEP experienced significant gains in their English speaking and language art scores over the summer. These gains did not differ significantly by grade; however, they did differ by school. Results suggest that these programs may prevent learning loss, even resulting in summer learning gains for some children of MSFWs.
{"title":"The Impact of Summer Programs on the English Language Scores of Migrant Children","authors":"Ann Schmitt, Sherri L. Horner, M. Lavery","doi":"10.1080/19388071.2019.1687794","DOIUrl":"https://doi.org/10.1080/19388071.2019.1687794","url":null,"abstract":"ABSTRACT Children of Migrant and Seasonal Farmworkers (MSFWs) in the United States face educational challenges from language barriers and disjointed schooling due to migration and other factors. This quasi-experimental pretest/posttest study investigated whether summer Migrant Education Programs (MEP) could help prevent summer learning loss in English proficiency. Kindergarten through fourth-grade Latinx migrant students who attended MEP summer programs in Northwest Ohio were assessed with the IDEA Proficiency Test (n = 246) and the i-Ready Diagnostic (n = 92). Paired samples t-tests analyzed pre/post differences, and ANOVA and ANCOVA analyzed differences in gains between school locations and grade levels. On average, migrant students attending the MEP experienced significant gains in their English speaking and language art scores over the summer. These gains did not differ significantly by grade; however, they did differ by school. Results suggest that these programs may prevent learning loss, even resulting in summer learning gains for some children of MSFWs.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"59 1","pages":"78 - 93"},"PeriodicalIF":1.2,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2019.1687794","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49368117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/19388071.2019.1665786
J. Cassidy, Stephanie A. Grote-Garcia, Evan Ortlieb
ABSTRACT The What’s Hot in 2019 survey was conducted to measure the amount of attention currently being given to literacy topics in research and practice. Twenty-five literacy leaders were surveyed; results were subsequently categorized into three levels: a) extremely hot or cold, b) very hot or cold, or c) hot or cold This year, there were four topics deemed “very hot”: digital/multimodal literacies; disciplinary literacies; early literacy; and English learners/ESL. A current analysis of timely research and practice is provided of both “very hot” topics as well as “should be hot” topics like comprehension, policy and advocacy, struggling readers, and writing. Teachers, administrators, and researchers alike can benefit from staying up to date with hot topics and current issues in literacy; implications for policy and practice regarding literacy instruction and developing the needs of diverse literacy learners are discussed.
{"title":"What’s Hot in 2019: Expanded and Interconnected Notions of Literacy","authors":"J. Cassidy, Stephanie A. Grote-Garcia, Evan Ortlieb","doi":"10.1080/19388071.2019.1665786","DOIUrl":"https://doi.org/10.1080/19388071.2019.1665786","url":null,"abstract":"ABSTRACT The What’s Hot in 2019 survey was conducted to measure the amount of attention currently being given to literacy topics in research and practice. Twenty-five literacy leaders were surveyed; results were subsequently categorized into three levels: a) extremely hot or cold, b) very hot or cold, or c) hot or cold This year, there were four topics deemed “very hot”: digital/multimodal literacies; disciplinary literacies; early literacy; and English learners/ESL. A current analysis of timely research and practice is provided of both “very hot” topics as well as “should be hot” topics like comprehension, policy and advocacy, struggling readers, and writing. Teachers, administrators, and researchers alike can benefit from staying up to date with hot topics and current issues in literacy; implications for policy and practice regarding literacy instruction and developing the needs of diverse literacy learners are discussed.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"59 1","pages":"39 - 52"},"PeriodicalIF":1.2,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2019.1665786","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45462578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-22DOI: 10.1080/19388071.2019.1655684
Carla Finkelstein
ABSTRACT Literacy coaching has become a prevalent model of professional development (PD) that embodies the characteristics of high-quality teacher learning. At the same time, many literacy coaches have experienced the practice as fraught with tensions, both for coaches and teachers. This paper focuses on the relational dynamics in literacy coaching, through the lens of building trust. It describes a literacy coaching cycle in which the author, serving as literacy coach, attempts to build and maintain a trusting relationship with a teacher, while supporting her desired instructional improvement in writing. This work uses critical discourse analysis (CDA) as theory and method to analyze literacy coaching interactions, especially the affective landscape and relational dynamics over time, between a literacy coach and teacher.
{"title":"Doing Our Part: Trust and Relational Dynamics in Literacy Coaching","authors":"Carla Finkelstein","doi":"10.1080/19388071.2019.1655684","DOIUrl":"https://doi.org/10.1080/19388071.2019.1655684","url":null,"abstract":"ABSTRACT Literacy coaching has become a prevalent model of professional development (PD) that embodies the characteristics of high-quality teacher learning. At the same time, many literacy coaches have experienced the practice as fraught with tensions, both for coaches and teachers. This paper focuses on the relational dynamics in literacy coaching, through the lens of building trust. It describes a literacy coaching cycle in which the author, serving as literacy coach, attempts to build and maintain a trusting relationship with a teacher, while supporting her desired instructional improvement in writing. This work uses critical discourse analysis (CDA) as theory and method to analyze literacy coaching interactions, especially the affective landscape and relational dynamics over time, between a literacy coach and teacher.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"58 1","pages":"317 - 337"},"PeriodicalIF":1.2,"publicationDate":"2019-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2019.1655684","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44720747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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