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Coaching Conversations: The Nature of Talk Between a Literacy Coach and Three Teachers

Belcastro, Elizabeth G. (2010) Coaching Conversations: The Nature of Talk Between a Literacy Coach and Three Teachers. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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This descriptive case study examined the nature of talk a literacy coach used during coaching conversations to guide collaborative inquiry to support teachers' needs. The study provided a rich description of the type of talk used in the coach's conversations with three kindergarten classroom teachers by analyzing the content of conversation, levels of support provided by the coach to scaffold teacher understanding about instructional practices, and the types of questions posed by the coach to prompt teacher thinking about instructional practices. Analysis of data revealed that the literacy coach was intentional in the approaches she used to differentiate her conversations with teachers. Moreover, the coach exemplified the characteristics that enabled her to hold effective coaching conversations: content knowledge, effective listening abilities, and skillful questioning techniques. Specific factors that influenced the nature of the coaching conversations included the relationships between the coach and teachers, teachers' experiences and their knowledge of literacy instruction and assessment, and the teachers' willingness to be coached. Analysis showed that both the content and scaffolding support differed in the coaching conversations between the literacy coach and teachers. Furthermore, student data provided the basis for the job-embedded professional development or coaching. It served as the impetus for the conversations held between the coach and teachers.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Belcastro, Elizabeth
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairBean, Rita Mritabean@pitt.eduRITABEAN
Committee MemberTrovato, Charlene
Committee MemberZigmond, Naomizigmond@pitt.eduZIGMOND
Committee MemberHamilton, Rebeccarhamilto@pitt.eduRHAMILTO
Date: 15 January 2010
Date Type: Completion
Defense Date: 23 November 2009
Approval Date: 15 January 2010
Submission Date: 10 December 2009
Access Restriction: 5 year -- Restrict access to University of Pittsburgh for a period of 5 years.
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Coaching Conversations; literacy coaching; professional development; Reading First coaching
Other ID:, etd-12102009-133352
Date Deposited: 10 Nov 2011 20:10
Last Modified: 15 Nov 2016 13:54


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