An Exploration of Middle School Literacy Coaching: A Study of Teachers and Instructional Coaches

Autor/inn/en	Shelton, Alexandra; Swanson, Elizabeth; Wexler, Jade; Payne, S. Blair; Hogan, Erin
Titel	An Exploration of Middle School Literacy Coaching: A Study of Teachers and Instructional Coaches
Quelle	In: Teacher Education and Special Education, 46 (2023) 4, S.300-316 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shelton, Alexandra) ORCID (Swanson, Elizabeth) ORCID (Wexler, Jade) ORCID (Payne, S. Blair) ORCID (Hogan, Erin) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/08884064231172733
Schlagwörter	Middle School Teachers; Literacy Education; Coaching (Performance); Faculty Development; Evidence Based Practice; Teaching Experience; Students with Disabilities; Grade 7; Grade 8; Teacher Attitudes + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Lehrerverhalten
Abstract	Secondary teachers benefit from ongoing coaching to support their implementation of evidence-based literacy practices across content areas. However, several factors may facilitate or impede literacy coaching at the secondary level. We conducted an exploratory survey study to investigate 141 middle school teachers' and 64 instructional coaches' experiences with and perceptions of literacy coaching. Both quantitative and qualitative analyses were used. Findings of the teacher survey revealed that, while most teachers had a literacy coach in their school, many did not receive coaching. In addition, many teachers identified the need for coaching related to providing literacy support to students with disabilities. Meanwhile, findings of the coach survey revealed that many instructional coaches do not provide literacy coaching. However, most coaches reported needing support related to incorporating literacy practices into various content areas. Practical implications and areas for future research related to secondary literacy coaching are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01