Comprehensive Literacy Coaching

2017 ◽  
pp. 89-95
Author(s):  
Melissa A. Parenti
Keyword(s):  
Student Achievement ◽  
Role Play ◽  
Literacy Coaching ◽  
Professional Knowledge ◽  
Literacy Coaches ◽  
Case Review ◽  
Seminal Work ◽  
Problems Of Practice ◽  
Comprehensive Literacy ◽  
Content Pedagogy

Built upon the seminal work of Lee Shulman's (1987) CPK framework for preparing teachers, the Content, Pedagogical, Political, and Professional Knowledge (CPPPK) model is designed as a tool for training literacy coaches in PK–12 settings. Whether through case review, role-play, or embedded practice, the CPPPK framework allows preservice literacy coaches to engage with problems of practice linked to content, pedagogy, policy, and professionalism. This tailored practice and ample rehearsal-based education equips literacy coaches with the flexibility in theory and interpersonal talents to address and assist in all variables linked to coaching that results in improved student achievement.

Using critical discourse analysis to reflect on collaborative professional learning

2020 ◽  
Vol 9 (2) ◽  
pp. 153-167
Author(s):  
Carolyn S. Hunt ◽  
Deborah MacPhee
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Literacy Coaching ◽  
Reading Program ◽  
Critical Discourse ◽  
Data Sources ◽  
Literacy Coaches ◽  
Content Type

PurposeThis article presents a case study of Kelly, a third-grade teacher enrolled in a literacy leadership course within a Master of Reading program. In this course, practicing teachers completed an assignment in which they implemented a literacy coaching cycle with a colleague, video-recorded their interaction, and conducted critical discourse analysis (CDA) of the interaction. The authors explore how engaging in CDA influenced Kelly's enactment of professional identities as she prepared to be a literacy leader.Design/methodology/approachData presented in this article are taken from a larger study of four white, middle-class teachers enrolled in the course. Data sources included the students' final paper and semistructured interviews. The researchers used qualitative coding methods to analyze all data sources, identify prominent themes, and select Kelly as a focal participant for further analysis.FindingsFindings indicate that Kelly's confidence as a literacy leader grew after participating in the coaching cycle and conducting CDA. Through CDA, Kelly explored how prominent discourses of teaching and learning, particularly those relating to novice and expert status, influenced Kelly in-the-moment coaching interactions.Originality/valuePrevious literacy coaching research suggests that literacy coaches need professional learning opportunities that support a deep understanding of coaching stances and discursive moves to effectively support teachers. The current study suggests that CDA may be one promising method for engaging literacy coaches in such work because it allows coaches to gain understandings about how discourses of teaching and learning function within coaching interactions.

scholarly journals Investigating the Effectiveness of a Comprehensive Literacy Coaching Program in Schools with High Teacher Mobility

2010 ◽  
Vol 111 (1) ◽  
pp. 35-62 ◽  
Author(s):  
Lindsay Clare Matsumura ◽  
Helen E. Garnier ◽  
Richard Correnti ◽  
Brian Junker ◽  
Donna DiPrima Bickel
Keyword(s):  
Literacy Coaching ◽  
Teacher Mobility ◽  
Comprehensive Literacy

scholarly journals PENERAPAN METODE ROLE PLAYING DENGAN MEDIA ORKAS (ORGAN KORAN BEKAS) UNTUK MENINGKATKAN PRESTASI BELAJAR BIOLOGI SISWA KELAS XI IPA MADRASAH MA’ARIF AL-FALAH

2016 ◽  
Vol 3 (2) ◽  
pp. 36
Author(s):  
Sri Utami ◽  
Indah Wijianti ◽  
Muh. Waskito Ardhi
Keyword(s):  
Student Achievement ◽  
Learning Process ◽  
Role Play ◽  
Role Playing ◽  
Learning Achievement ◽  
Biology Class ◽  
Increase Student Achievement ◽  
School Year

<p>This study aims to determine the application of methods Role Playing with “Orkas (Organ KoranBekas)” can improve learning achievement of XI IPA Biology class in Madrasah Maarif Al-Falah. The research was conducted in Madrasah Maarif AL-Falah district of Ngrayun Ponorogo. The subjects were<br />students of class XI second half of Al-Falah Madrasah Maarif District of Ngrayun Ponorogo school year 2014/2015 the number of students 16 children. The study consisted of two cycles, each cycle consisting of four phases: planning, implementation, observation and reflection. The results showed an increase in<br />learning achievement. Student achievement can be seen in the first cycle of 74.75, while the second cycle of 79.43 increased by 4.68. Additionally methods and media Orkas Role Playing (Organ newspaper Used) can improve the quality of the learning process. This is evident from the increasing every aspect of<br />students' courage and precision in playing its role 50% (18.75% to 68.75%). Cooperation of students in the group increased by 50% (25% to 75%). Attitude and cooperation skills of students in the group during the role play increased 37.5% (31.25% to 68.75%). And courage of students in expressing<br />responses or opinions and experience after playing the role of increased 37.5% (31.25% to 68.75%). It can be concluded that the use of Role Playing methods and media Orkas Organ Koran Bekas/Organs From Newspaper) can increase student achievement grade XI Madrasah Maarif Al-Falah.</p><p> </p>

Verge

2019 ◽  
pp. 27-63
Author(s):  
George Oppitz-Trotman
Keyword(s):  
Sacred Space ◽  
Role Play ◽  
The Body ◽  
Historical Evolution ◽  
Seminal Work ◽  
First Time

The Spanish Tragedy is widely considered a seminal work in English dramatic history, not only for its contemporary popularity but for its influence upon later secular tragedy. Nonetheless the role of its protagonist Hieronimo, as Knight Marshal of the Spanish court, has never been properly defined. This chapter recovers his English office’s ancient connection to the Verge, that is, the legal and virtually sacred space extending from and around the body of the English king. After a sketch of the origins and historical evolution of the Court of the Verge (or Marshalsea), it is shown for the first time how this anachronistic and highly contradictory space informs the structure and logic of the play. Within and around the Verge, role-play and affective alienation were enduringly connected to the performance of revenge. In The Spanish Tragedy, the tragic court took new shape; the avenger appeared on its margins.

Coach Professional Development in the Urban Emergent Context

2017 ◽  
Vol 55 (10) ◽  
pp. 1355-1384 ◽  
Author(s):  
Sarah L. Woulfin
Keyword(s):  
Professional Development ◽  
Literacy Instruction ◽  
Situated Cognition ◽  
Two Dimensions ◽  
Intervention Programs ◽  
Instructional Leaders ◽  
Literacy Coaches ◽  
Work Routines ◽  
Coaching Methods ◽  
Problems Of Practice

This article explicates the structure, content, and pedagogy of an urban district’s professional development for literacy coaches. To analyze qualitative data on a district’s yearlong coach professional development, I utilize situated cognition theory. Observation and interview data reveal that the coach community of practice (CCOP) was a venue in which coaches engaged in a variety of learning activities regarding literacy instruction, coaching, and school reform. The content of CCOP addressed a band of literacy instruction (e.g., assessment and intervention programs) and coaching methods. The pedagogy of CCOP was loosely aligned with two dimensions of situated cognition: social interaction and authentic activity. There were limited opportunities to critically examine contextualized problems of practice regarding instruction, coaching, or the district context. Coaches rarely discussed their own work routines, teacher practice, or student learning. Although coaches received support around how to coach, this occurred in the absence of clarity around the substance of this coaching. Coaches reported benefiting from opportunities to interact professionally with other coaches from across the district. This article has implications for research on district capacity-building efforts, situated cognition, and the design and implementation of professional development for instructional leaders.

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

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