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5 steps to maximize literacy coaching: ONLINE EXCLUSIVE
By Emily Blinn and Sally Valentino Drew
April 2022
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References
Alvermann, D.E. & Jackson, G. (2016). Alvermann & Jackson: Response to “beyond the Common Core: Examining 20 years of literacy priorities and their impact on struggling readers.” Literacy Research and Instruction, 55(2), 107-110. doi.org/10.1080/19388071.2016.1135381
Clarke, A.E., Friese, C., & Washburn, R.S. (2018). Situational analysis: Grounded theory after the interpretive turn. SAGE.
Foltos, L. (2015). Principals boost coaching’s impact: School leaders’ support is critical to collaboration. Journal of Staff Development, 36(1), 48-51.
Gallucci, C., Van Lare, M.D., Yoon, I.H., & Boatright, B. (2010). Instructional coaching: Building theory about the role and organizational support for professional learning. American Educational Research Journal, 47(4), 919-963. doi.org/10.3102/0002831210371497
Johnson, K.G. (2016). Instructional coaching implementation: Considerations for K-12 school leaders. Journal of School Administration Research and Development, 1(2), 37-40. www.ojed.org/index.php/JSARD
Mangin, M.M. (2014). Capacity building and districts’ decision to implement coaching initiatives. Education Policy Analysis Archives, 22(56). doi.org/10.14507/epaa.v22n56.2014
Matsumura, L.C., Garnier, H.E., & Resnick, L.B. (2010). Implementing literacy coaching: The role of school social resources. Educational Evaluation and Policy Analysis, 32(2), 249- 272. doi.org/10.3102/0162373710363743
Walpole, S., McKenna, M. Uribe-Zarain, X., & Lamitina, D. (2010). The relationships between coaching and instruction in the primary grades: Evidence from high-poverty schools. Elementary School Journal, 111(1), 115-140. doi.org/10.1086/653472
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