Those Who Can Coach Can Teach: Collaborating With Athletic Coaches to Raise the Level of Students' Close Reading, Argumentation Skills, and Academic Agency

Autor/inn/en	Ehrenworth, Mary; Minor, Cornelius; Federman, Mark; Jennings, James; Messer, Katherine; McCloud, Christopher
Titel	Those Who Can Coach Can Teach: Collaborating With Athletic Coaches to Raise the Level of Students' Close Reading, Argumentation Skills, and Academic Agency
Quelle	In: Journal of Adolescent & Adult Literacy, 59 (2015) 1, S.15-20 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.430
Schlagwörter	Athletic Coaches; Teacher Collaboration; High Schools; Secondary School Teachers; Interdisciplinary Approach; Critical Reading; Persuasive Discourse; Empowerment; Feedback (Response); Transfer of Training; Critical Thinking; Academic Achievement; Urban Schools; New York + Suchen Sie Ihr Suchwort? Lehrerkooperation; High school; Oberschule; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kritisches Lesen; Persuasion; Persuasive Kommunikation; Training; Transfer; Ausbildung; Kritisches Denken; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Building on the work of John Hattie, Richard Kent, and Tom Newkirk, a think tank collaborative in New York City's high schools works to raise the level of students' close reading, argumentation, and agency across the curriculum by teaching students to analyze athletic competitions, to compose sports arguments, and to transfer and apply these skills to academic subjects. The study also investigates the kind of feedback and the kind of vision statements that athletic coaches give and considers how to adapt these for academic classes. This study recommends several specific structures for closer collaboration between athletic coaches and academic teachers to increase students' engagement with higher order analytic skills, to develop shared language for these skills, and to create more opportunities for explicit transfer and higher student achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01