2012 - Volume 35, Number 5
Editor, Karen Weller Swanson, Ed.D., Mercer University

Middle Grades Literacy Coaching from the Coach's Perspective

Abstract

This qualitative case study investigated middle grades literacy coaches' perspectives on their efforts to facilitate teacher change and impact classroom practice. Data were collected from three coaches as they worked with a variety of teachers in middle school settings, using field observation and interviews with coaches, teachers, and principals. Results suggest literacy coaches perceive the potential to effect positive teacher change but that they acknowledge challenges in building relationships with teachers, working within complex school structures to find time to do coaching work, and reaching across subject areas to facilitate teacher discussions of literacy instruction and student learning.

ISSN 1940-4476