Beacons of light, rays, or sun catchers? A case study of the positioning of literacy teachers and their knowledge in neoliberal times

Hibbert, Kathryn; Heydon, Rachel; Rich, Sharon

doi:10.1016/j.tate.2007.01.014

Cited by 41 publications

(42 citation statements)

References 8 publications

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“…Several researchers have illustrated how a literacy coach's ability to perform a role can be limited by contextual factors (Chval et al, 2010;Hibbert et al, 2008;Lynch & Ferguson, 2010;Mangin, 2009;Matsumura, Garnier, Correnti, Junker, & Bickel, 2010;McLean, Mallozzi, Hu, & Dailey, 2010;Rainville & Jones, 2009;Smith, 2007).…”

Section: Contextualizing Literacy Coaches' Rolesmentioning

confidence: 99%

“…For instance, coaches have expressed frustrations with limited time for collaboration, inadequate resources and materials, and resistance from teachers (Hibbert et al, 2008;Lynch & Ferguson, 2010;Otaiba et al, 2008;Smith, 2007). The effectiveness of coaching can also depend on organizational factors such as reform measures, principal leadership, finances, and the existing norms of the professional community (Lynch & Ferguson, 2010;Mangin, 2009;Matsumura et al, 2010).…”

Section: Contextualizing Literacy Coaches' Rolesmentioning

confidence: 99%

“…Walpole and Blamey (2008) recommended that literacy coaches engage in self-reflection to learn on the job, and Mraz et al (2008) suggested that coaches participate in a variety of training opportunities, including professional conferences, study groups, in-service sessions, and collaborative meetings with colleagues. Similarly, Hibbert et al (2008) emphasized the importance of critically reflective professional development to provide coaches with adequate time to engage in deep thinking and meaningful conversations, draw on teachers' funds of knowledge, and pose questions. Finally, Bean et al (2003) argued that coaches need training that is focused on leadership skills.…”

Section: Exploring Roles Through Professional Developmentmentioning

confidence: 99%

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The Emotional Landscapes of Literacy Coaching

Hunt

Handsfield

2013

Journal of Literacy Research

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In this article, the researchers use positioning theory and de Certeau's theoretical insights into cultural production in everyday life to examine how first-year literacy coaches negotiate issues of power, positioning, and identity during their professional development. Data were collected during a yearlong qualitative study of literacy coaches participating in a district-university partnership to provide professional development to first-year literacy coaches. The researchers used positioning analysis of three small stories drawn from interviews with literacy coaches and one vignette from a professional development session to investigate how the literacy coaches positioned themselves within the moral order of the district's literacy and professional development model. Findings demonstrate how the literacy coaches both shaped and were shaped by the institutional spaces through which they moved as they tactically negotiated conflicting expectations and discourses about coaching. These negotiations highlight the emotional nature of literacy coaches' work as they co-constructed their identities and negotiated understandings of how school spaces are used and the purposes of literacy coaching. The researchers argue that it is necessary to move beyond current conceptions of literacy coaching as a series of roles and tasks to recognize the complexities of literacy coaching and to offer more meaningful professional development for literacy coaches.

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Section: Contextualizing Literacy Coaches' Rolesmentioning

confidence: 99%

Section: Contextualizing Literacy Coaches' Rolesmentioning

confidence: 99%

Section: Exploring Roles Through Professional Developmentmentioning

confidence: 99%

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The Emotional Landscapes of Literacy Coaching

Hunt

Handsfield

2013

Journal of Literacy Research

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“…As previously outlined in Hibbert et al (2008), a case study approach was taken to allow for in-depth analysis and to 'provide contextually rich mediating artefacts' (Conole 2008, 190). Data were collected over an 18-month period, beginning in the spring of 2005 and concluding in the winter of 2006.…”

Section: Data Collection and Methodsmentioning

confidence: 99%

“…In follow-up to Hibbert et al (2008), this article is an exploration of the tensions and challenges surrounding notions of expertise within a qualitative study of lead literacy teachers from the Educational Foundations Program.…”

Section: Introductionmentioning

confidence: 99%

Orchestrating expertise in reading and writing

et al. 2013

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With increased attention focused on the economic cache afforded through literacy and numeracy skills, governments around the world have turned their attention to developing the expertise of their teachers. Improving teachers' levels of competency leads to improvement in student achievement. In this qualitative case study, we focus on the Educational Foundations Program, in Ontario, Canada, established in part to develop competencies in the area of literacy instruction by addressing teachers' content knowledge. Serious questions about the ways in which the notion of 'expertise' is understood and developed arose as the programme was implemented. We examine notions of expertise and the experiences of teachers, administrators and curriculum leaders charged with orchestrating expertise in reading and writing in their respective districts.

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Examining Coaching Skill Development During Preservice Teachers’ (PSTs) Internships

Liu³

et al. 2022

Early Childhood Educ J

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Beacons of light, rays, or sun catchers? A case study of the positioning of literacy teachers and their knowledge in neoliberal times

Cited by 41 publications

References 8 publications

The Emotional Landscapes of Literacy Coaching

The Emotional Landscapes of Literacy Coaching

Orchestrating expertise in reading and writing

Examining Coaching Skill Development During Preservice Teachers’ (PSTs) Internships

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