Reflective coaching conversations: A missing piece

Reading Teacher

Volumn 62, Issue 6, 2009, Pages 500-509

  Peterson, Debra S ^a   Taylor, Barbara M ^c   Burnham, Bobbie ^b   Schock, Rynell ^b  

^a UNIVERSITY OF MINNESOTA   (United States)

^b Minnesota Reading First Professional Development Project   (United States)

^c NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 62949124594     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: 10.1598/RT.62.6.4     Document Type: Article

References (13)

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2. Deussen, T., Coskie, T., Robinson, L., & Autio, E. (2007). "Coach" can mean many things: Five categories of literacy coaches in Reading First (Issues & Answers Report, REL 2007-No. 005). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northwest. Retrieved March 7, 2008, from http:ies.ed.gov/ncee/edlabs/regions/northwest/pdf/REL-2007005.pdf
3. Joyce, B., & Showers, B. (1995). Student achievement through staff development (2nd ed.). White Plains, NY: Longman.
4. Moss, M., Jacob, R., Boulay, B., Horst, M., & Poulos, J. (with St. Pierre, R., et al.). (2006). Reading First implementation evalu-ation: Interim report. Washington, DC: U.S. Department of Education. Retrieved March 16, 2007, from www.ed.gov/ rschstat/eval/other/readingfirst-interim/ readingfirst.pdf
5. National Institute of Child Health and Human Development (NICHD). (2000). Report of the National Reading Panel. Teaching students to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
6. Neufeld, B., & Roper, D. (2003). Coaching: A strategy for developing instructional capacity-Promises and practicalities. Washington, DC: Aspen Institute.
7. Rodgers, A., & Rodgers, E.M. (2007). The effective literacy coach: Using inquiry to support teaching & learning. New York: Teachers College Press.
8. Taylor, B.M., Pearson, P.D., Peterson, D.S., & Rodriguez, M.C. (2003). Reading growth in high-poverty classrooms: The influence of teacher practices that encourage cognitive engagement in literacy learning. The Elementary School Journal, 104(1), 3-28. doi:10.1086/499740
9. Taylor, B.M., Pearson, P.D., Peterson, D.S., & Rodriguez, M.C. (2005). The CIERA School Change Framework: An evidencebased approach to professional development and school reading improvement. Reading Research Quarterly, 40(1), 40-69. doi:10.1598/RRQ.40.1.3
10. Taylor, B.M., & Peterson, D.S. (2007). Year two report of the Minnesota Reading First cohort two School Change Project. St. Paul, MN: University of Minnesota.
11. Taylor, B.M., & Peterson, D.S. (2008). Year three report of the Minnesota Reading First cohort two School Change Project. St. Paul, MN: University of Minnesota.
12. Taylor, B.M., Peterson, D.S., Marx, M., & Chein, M. (2007). Scaling up a reading reform in high-poverty elementary schools. In B.M. Taylor & J.E. Ysseldyke (Eds.), Effective instruction for struggling readers K-6 (pp. 216-234). New York: Teachers College Press.
13. Uzat, S.L. (1998, November). Cognitive coaching and self-reflection: Looking in the mirror while looking through the window. Paper presented at the annual meeting of the Mid-South Educational Research Association, New Orleans, LA. (ERIC document Reproduction Service No. ED427064)