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Other titles in the Solving Problems in Teaching of Literacy series:
The Literacy Coaching Challenge: Models and Methods for Grades K-8 (Solving Problems in Teaching of Literacy)by Michael C. Mckenna
Synopses & Reviews
When the goal is supporting excellent teaching, there is no "one-size-fits-all" approach. This book helps literacy coaches and administrators navigate the many choices involved in developing and fine-tuning a coaching program that offers the best fit for a particular school. The authors draw on current research as well as their extensive experience in K-8 settings. They provide clear guidance (with helpful reproducibles) on:
*Major coaching models and how to choose among them
*Applying principles of adult learning and motivation
*The role of reading assessment in coaching
*Balancing classroom-level, grade-level, and whole-school tasks
*Special considerations in middle school coaching
Book News Annotation:
McKenna (reading, University of Virginia) and Walpole (education, University of Delaware) detail key principles of adult learning and the qualities that distinguish adults from children as learners, so that literacy coaches can provide experiences for teachers. They describe six major coaching models, then show how to provide the leadership needed for professional learning to occur, with discussion of distributed leadership and the importance of developing productive links between coaches and administrators. Curricula, materials, and assessments are also covered in detail, with the issue of reading assessment receiving special attention. The rest of the book is devoted to questions concerning the coach's role in professional growth, with chapters on classroom level coaching, grade-level coaching, literacy coaching in the middle grades, and dealing with teacher reluctance. Numerous checklists and assessment forms are included. Annotation ©2008 Book News, Inc., Portland, OR (booknews.com)
When the goal is supporting excellent teaching, there is no "one-size-fits-all" approach. This popular practitioner resource and text helps readers navigate the many choices involved in developing and fine-tuning a coaching program that offers the best fit for a particular school. The authors draw on current research as well as their extensive experience in K-8 settings. They provide clear guidance (with helpful reproducibles) on:
*Major coaching models and how to choose among them.
*Applying principles of adult learning and motivation.
*The role of reading assessment in coaching.
*Balancing classroom-level, grade-level, and whole-school tasks.
*Special considerations in middle school coaching.
See also The Literacy Coach's Handbook, Second Edition, which offers a complete primer on the role of the literacy coach and what coaches need to know to get started.
When the goal is supporting excellent teaching, there is no "one-size-fits-all" approach. This book helps literacy coaches and administrators navigate the many choices involved in developing and fine-tuning a coaching program that offers the best fit for a particular school.
About the Author
Michael C. McKenna, PhD, is Thomas G. Jewell Professor of Reading at the University of Virginia. He is the author, coauthor or editor of 15 books and more than 100 articles, chapters, and technical reports on a range of literacy topics. His books include two that were coauthored with Sharon Walpole: The Literacy Coachs Handbook: A Guide to Research-Based Practice and Differentiated Reading Instruction: Strategies for the Primary Grades. His other books include Assessment for Reading Instruction (with Steven Stahl); Help for Struggling Readers; Teaching through Text; and Issues and Trends in Literacy Education, among others. Dr. McKenna's research has been sponsored by the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. He is the cowinner of the National Research Conferences Edward Fry Book Award and American Library Associations Award for Outstanding Academic Books. He has served on the editorial board of Reading Research Quarterly, and his articles have appeared in that journal as well as in others. Dr. McKenna now works extensively with literacy coaches in Georgia and Virginia.
Sharon Walpole, PhD, is Associate Professor of Reading in the School of Education at the University of Delaware. She teaches undergraduate courses on language and literacy development in kindergarten and first grade, masters courses on content-area reading instruction and on organization and supervision of the reading program, and doctoral seminars on literacy and educational policy. Dr. Walpole has extensive school-based experience, including both high school teaching and elementary school administration. She has also been involved in federally funded and homegrown schoolwide reform projects and has been studying the design and effects of schoolwide reforms, particularly those involving literacy coaches. She works closely with the Reading First initiatives in Delaware, Virginia, and Georgia and is coauthor (with Michael C. McKenna) of The Literacy Coachs Handbook and Differentiated Reading Instruction, and has written articles in a number of professional journals. In 2007, Dr. Walpole received the Early Career Award from the National Reading Conference for Significant Contributions to Literacy Research and Education.
Table of Contents
1. Models of Coaching
2. Serving Adult Learners
3. Serving Adult Learners in School Contexts
4. The Role of Assessment in Coaching
5. Providing Professional Support
6. Classroom-Level Coaching
7. Grade-Level Coaching
8. Literacy Coaching in the Middle Grades
9. The Challenge of Reluctant Teachers
What Our Readers Are Saying
Education » Teaching » Reading and Writing