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| Cathy A. Toll | ||||||||||||||||||||
Chapter 2: What is the Nature of Literacy Coaching?
Coaches who are technicians
Coaches who are service providers
Coaches who are supervisors
Coaches who are professional development providers
Coaches who are fresh alternatives
Chapter 3: What Does a Literacy Coach Do?
1) Intervening, as in "Something
is wrong and I'm going to fix it."
2) Leading, "I'll figure out what is best and lead you to
the same perspective."
3) Partnering, "I'll help you get where you are going."
Chapter 4: What Are the Outcomes of Literacy Coaching?
Changing teachers by helping them acquire new
behaviors, attitudes, habits, or manners of
interacting.
Furthering political aims in the sense of how
power, knowledge, and decision-
making are accorded in school sites.
Creating shifts in identity, changing the way
teachers and coaches understand themselves
and are understood by others.
Chapter 5: Pulling the Ideas Together
This chapter summarizes the "lenses" provided
in Chapters 2, 3, and 4 in a useful Table
and considers the relationships between the
nature, functions, and outcomes of literacy
coaching. The author also shares her own
decisions about literacy coaching.
Chapter 6: Literacy Coaching and Complexity Science
Here the author looks at literacy coaching in
the context of schools as complex adaptive
systems - a web of interactions, adaptations,
and emergences that comprise those who
work in a given school.
Chapter 7: When Envisioned Conceptualizations, Functions, and Outcomes Conflict or Reality
Helpful advice on how you might respond to
disagreements with others' perspectives on
literacy coaching.
It addresses the differing understanding about literacy
coaching, both when a coaching program is
under development and when one already
exists.
Conclusion: Literacy Coaching for What?
This final chapter discusses the author's
response to questions about what she coaches
for and suggests three key practices which
enable coaches to further the work of teachers.
Appendices
The informative appendices describe two
days from the lives of two literacy coaches,
one in an elementary school and one in a
high school.
Available in November 2006! Practical help for understanding different approaches to literacy coaching
Lenses on Literacy Coaching:
Conceptualizations, Functions and Outcomes Cathy A. Toll, Indiana University/Purdue University at Indianapolis What you need to know about literacy coaching is now at your fingertips in a highly accessible new guide! Here you get information that supports literacy coaching . . . a framework within which to understand various approaches to literacy coaching . . . and a firm understanding of how the differing approaches to literacy coaching reflect differing political perspectives on education and education reform. This resource is truly designed to help literacy coaches succeed. With the federal government's current emphasis on coaching in its Reading First and Head Start programs, the need for information on literacy coaching has increased. This practical resource provides the in-depth understanding you need to succeed, wherever you are in the coaching process. The book gives you accessible answers to the why's of literacy coaching. What makes it unique in the literature of literacy coaching is the way it brings together the ideas from the history of literacy coaching, the supporting policy, theories, and research on literacy coaching, plus political perspectives. The author includes real-life literacy coaching examples throughout the book to bring the concepts to life. Plus, there are charts that clearly compare and summarize various theories, research studies, models of coaching, and political perspectives on educational change. 2007 Available in November 2006 Paperbound 200 pp est. ISBN: 1-933760-00-1 Order #1024 $26.95 |
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