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The Effect of Content-Focused Coaching on the Quality of Classroom Text Discussions

Matsumura, LC and Garnier, HE and Spybrook, J (2012) The Effect of Content-Focused Coaching on the Quality of Classroom Text Discussions. Journal of Teacher Education, 63 (3). 214 - 228. ISSN 0022-4871

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Abstract

This study examines the effect of a comprehensive literacy-coaching program focused on enacting a discussion-based approach to reading comprehension instruction (content-focused coaching [CFC]) on the quality of classroom text discussions over 2 years. The study used a cluster-randomized trial in which schools were assigned to either CFC or standard practice in the district for literacy coaching. Observers rated classroom text discussions significantly higher in CFC schools. Teachers in the CFC schools participated more frequently in coaching activities that emphasized planning and reflecting on instruction, enacting lessons in their classrooms, building knowledge of the theory underlying effective pedagogy, and differentiating instruction than did the teachers in the comparison condition. Qualitative analyses of coach interviews identified substantive differences in the professional development support available to coaches, scope of coaches' job responsibilities, and focus of coaching resources in the CFC schools and comparison schools. © 2012 American Association of Colleges for Teacher Education.


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Details

Item Type: Article
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Matsumura, LClclare@pitt.eduLCLARE
Garnier, HE
Spybrook, J
Date: 1 May 2012
Date Type: Publication
Journal or Publication Title: Journal of Teacher Education
Volume: 63
Number: 3
Page Range: 214 - 228
DOI or Unique Handle: 10.1177/0022487111434985
Schools and Programs: School of Education > Learning Sciences and Policy
Refereed: Yes
ISSN: 0022-4871
Date Deposited: 08 Oct 2015 16:30
Last Modified: 02 Feb 2019 14:56
URI: http://d-scholarship.pitt.edu/id/eprint/26181

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