Literacy coaching and Reading First ‘redelivery’: a discourse analysis

McLean, Cheryl; Mallozzi, Christine A.; Hu, Ran; Dailey, Leslie Bottoms

doi:10.1080/13664530.2010.494499

Cited by 10 publications

(14 citation statements)

References 7 publications

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“…Although this contribution is significant, the emphasis on tasks and roles can be problematic because it does not fully recognize or provide a robust theorization of the power relationships involved in coaching. A handful of recent studies have acknowledged these complexities and power relationships (e.g., Coburn & Woulfin, 2012;Hibbert et al, 2008;McLean et al, 2010;Rainville & Jones, 2009). However, these examples are few.…”

Section: Limitations Of Existing Researchmentioning

confidence: 99%

“…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%

“…Chval et al (2010) described how beginning mathematics coaches' identities were shaped by a negotiation between their own and others' expectations for their roles. Similarly, McLean et al (2010) examined the language of two literacy coaches to determine how they viewed and positioned themselves and others in relation to the redelivery model of coaching supported by Reading First. Coburn and Woulfin (2012) also explored the nature of literacy coaches' work within Reading First schools.…”

Section: Identity Power and Positioningmentioning

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: Limitations Of Existing Researchmentioning

confidence: 99%

Section: Contextualizing Literacy Coaches' Rolesmentioning

confidence: 99%

Section: Identity Power and Positioningmentioning

confidence: 99%

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The Emotional Landscapes of Literacy Coaching

Hunt

Handsfield

2013

Journal of Literacy Research

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“…Although coaches usually do not have supervisory duties, they might be perceived or even intentionally position themselves as having an asymmetrical power imbalance in their interactions with teachers. Some coaches actively portray themselves as content area experts with little room for alternative opinions; others act as co‐learners and form partnerships with the teachers with whom they work (Armstrong, ; Crafton & Kaiser, ; McLean, Mallozzi, Hu, & Dailey, ).…”

Section: Coaching Rolesmentioning

confidence: 99%

Courage to Love

Wall¹,

Palmer²

2015

The Reading Teacher

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Instructional coaches continue to be an important part of school reform and professional development, and yet few studies have examined the impact of the language coaches use when working with teachers. The authors work to contribute towards filling this gap by describing a self‐;study examining their own language as instructional coaches and its impact on teachers. Paulo Freire's theories about dialogical interactions are used as a model framework. Freire outlined five conditions that must be in place to allow dialogue to occur: love, humility, faith in humankind, hope, and critical thinking. Each of these is examined regarding its impact on the coach‐teacher relationship and specific examples of situations from the self‐study are described. The authors describe how coaching dialogically can lead to greater teacher empowerment and stronger approaches to professional development.

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“…Nevertheless, much of the research on literacy coaching treats space as merely a backdrop for professional learning (Asaf, 2005;McKinney & Giorgis, 2009;Scott et al, 2012;Smith, 2007). A few studies have acknowledged the importance of space in the coproduction of literacy coaching Discourses (Crafton & Kaiser, 2011;McLean et al, 2010;Stevens & Hinchman, 2011). Such scholars have pointed to Bakhtin's (1981) dialogic imagination in which literacy coaches and teachers discursively negotiate spaces in order to "merge old and new identities" (Stevens & Hinchman, 2011), create new meanings of professional learning (Crafton & Kaiser, 2011), and reposition themselves in relation to authoritative Discourses (McLean et al, 2010).…”

Section: Considering Literacy Coaching As Spatialized Practicementioning

confidence: 99%

Discursive Tactical Negotiations within and across Literacy Coaching Interactions

Hunt¹

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Literacy coaching and Reading First ‘redelivery’: a discourse analysis

Cited by 10 publications

References 7 publications

The Emotional Landscapes of Literacy Coaching

The Emotional Landscapes of Literacy Coaching

Courage to Love

Discursive Tactical Negotiations within and across Literacy Coaching Interactions

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