Overview

Explore the possibilities for teacher development and student learning with celebrated educator, Barbara Walker! Drawing on her experiences with both pre-service and practicing teachers, Walker discusses the importance of learning to collaborate within the school and during classroom interactions while presenting literacy coaches and teachers with the “cycle of literacy coaching”, a step-by-step process for adapting classroom instruction to increase learning. She also outlines best practice strategies for implementation, including the multiple decisions that teachers make before, during, and after a literacy lesson.

Full Product Details

Author:   Barbara J. Walker
Publisher:   Pearson Education (US)
Imprint:   Pearson
Dimensions:   Width: 19.10cm , Height: 1.00cm , Length: 23.20cm
Weight:   0.313kg
ISBN:  

9780132301282

ISBN 10:   0132301288
Pages:   168
Publication Date:   01 June 2009
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Out of Print
Availability:   In Print  
Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock.

Table of Contents

          Literacy Coaching and Classroom Interactions   Table of Contents     Chapter 1 Literacy Coaching in a Learning Community       1   Models and Characteristics                      2 The Learning Community                          6      Literacy Coaches in the Learning Community 8           Knowledge about literacy and literacy instruction           Knowledge and Use of Collaboration           Supporting Teachers Practice      Teachers in the Learning Community              12                  Multiplicity of Experiences           Reflection           Practical Reasoning Interrelationships of Classroom Interactions         17      Literacy Coaches and Teachers in the Classroom      Students in the Classroom Summary                                         19     Chapter 2  Coaching and Collaboration                  25   Attributes of Collaboration                     26      Trust      Active Listening      Shared Goals      Collaboration Adds Value      Perspective Sharing Situations for Collaboration                    30        Collaboration in the learning community      Collaboration in classroom interactions      Collaboration in small groups           Reflective Discussion Groups           Study Groups           Teacher-Research Groups Summary                                         35     Chapter 3 The Cycle of Literacy Coaching              45   Section 1 - Getting Started                     46        Getting to Know Each Other                      Initial Perceptions of Teachers           Setting the tone of collaboration      Coaching Conversations                          Conversations about instructional practices           Conversations about student learning   Section 2 — The Literacy Coaching Cycle              49        Preconference           50                                     Selecting Target Students           Selecting instructional procedures           Selecting coaching procedures                Demonstrations                Collaborative teaching                Ongoing Support                Observation                Workshops           Selecting What to Observe                Student actions                Teacher Actions           Selecting Student Work                Instructional Event      56        Conversations with students      The literacy coaches’ observation process      The teachers’ observation process      Personal Refection        Post Conference         59                  Reflecting on instructional adjustments           Describing reasoning in a one-on-one conversation   Section 3 — After the Coaching Process          60      Small group reflection           Reflecting on practical reasoning           Reflecting on formal theories      Continuing the reflective cycle      A New Cycle of Literacy Coaching Summary                                         63     Chapter 4 Gradual Release Model for Literacy Coaching 75   Coaching through modeling                       77 Coaching in the zone                            79      Collaboratively Teaching      Supporting by asking questions      Supporting by prompting      Support for modifying instruction Coaching for Independence                       82      Selecting examples to support teachers’ learning      Collaboratively Reflecting Teacher and Coach Reflecting Together                                84             Practical Reasoning      Collaborative Reflective Groups   Summary                                         86     Chapter 5 Observations, Analysis, and Interpretation      94   Section 1 Observation                           95   Conducting Observations           Narrative descriptions           Checklists Observing Teachers Observing Students Observing Teacher-students interactions Observing and Collecting Student Work   Section 2 Analysis                              101   Analyzing Teacher’s Actions           101      Using questions to analyze teacher actions      Analyzing teacher actions using rubrics Analyzing Student Learning            104      Are students actively engaged?      Do students talk within the classroom context? Are students constructing meaning connecting and          their background knowledge? Are students verifying and checking their understanding? Are students elaborating what and how they read? Analyzing student-teacher interactions 107 Analyzing Student Work                109      Searching for Patterns      Using a Rubric   Section 3 Interpretation                             110   Interpretation of classroom interactions   111       Interpreting teachers’ actions      Interpreting students’ actions Interpreting Conversations                 112            Conversational Interviews with teachers      Conversational Interview with students      Student conversations about their work     Instructional Techniques Section                121   Directed Reading Thinking Activity              123 Graphic Organizers                         126  Interactive Writing                        129           Retelling                                  132 Semantic Mapping                           135 Story Mapping                              139 Summary Experience Approach                142 Think-aloud Approach                       146   References                                  154  

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Author Information

Barbara J. Walker is president of the International Reading Association (2008-2009), a professor at Oklahoma State University where she teaches courses in literacy leadership and coaching, and the co-editor for Literacy Cases Online, a publication of the College Reading Association. She has served as an elementary reading specialist in public schools, a director of college reading programs, and an international coordinator of educational programs. Dr. Walker is the recipient of the College Reading Association's B. Herr Award for outstanding contributions to reading education and is a distinguished finalist for the International Reading Association's 1991 Albert J. Harris Award for research in reading disabilities. She has written numerous articles and authored four books, including Diagnostic Teaching of Reading: Techniques for Instruction and Assessment (2008), Techniques for Reading Assessment and Instruction (2005), Supporting Struggling Readers (2003), all Allyn & Bacon.

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