Lauren Breckenridge Padesky
Biographic Data
| ID | 1585518 |
|---|---|
| NAME | Lauren Breckenridge Padesky |
| GIVEN NAMES | Lauren Breckenridge |
| FAMILY NAME | Padesky |
| SIGNATURE | PADESKY L B |
| AFFILIATIONS | University of Wyoming |
| ORCID | 0000-0003-1955-5869 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 1 |
What Does It Mean to Say Coaching Is Relational
This metasynthesis presents the collective findings based on a small corpus of studies ( n = 28) that examined literacy coaching in elementary and secondary settings from a relational perspective. We frame our analysis using Lysaker’s notions of relational teaching and theorize that, like classroom teaching, powerful literacy coaching is grounded in dialogic, co-constructive interactions in which the coach and teacher jointly develop new knowledg…
Cultivating student agency through teachers' professional learning
Thoughtfully planned professional development (PD) that fosters teacher agency has the potential to impact student agency in the literacy classroom. Drawing on a body of research with 82 teachers across multiple schools and clinical settings, this article first presents findings from a variety of PD contexts that are synthesized to highlight four guiding principles for designing professional learning that encourages both teacher and student agenc…
Cultivating student agency through teachers' professional learning
Thoughtfully planned professional development (PD) that fosters teacher agency has the potential to impact student agency in the literacy classroom. Drawing on a body of research with 82 teachers across multiple schools and clinical settings, this article first presents findings from a variety of PD contexts that are synthesized to highlight four guiding principles for designing professional learning that encourages both teacher and student agenc…
What Does It Mean to Say Coaching Is Relational
This metasynthesis presents the collective findings based on a small corpus of studies ( n = 28) that examined literacy coaching in elementary and secondary settings from a relational perspective. We frame our analysis using Lysaker’s notions of relational teaching and theorize that, like classroom teaching, powerful literacy coaching is grounded in dialogic, co-constructive interactions in which the coach and teacher jointly develop new knowledg…
Cultivating student agency through teachers' professional learning
Thoughtfully planned professional development (PD) that fosters teacher agency has the potential to impact student agency in the literacy classroom. Drawing on a body of research with 82 teachers across multiple schools and clinical settings, this article first presents findings from a variety of PD contexts that are synthesized to highlight four guiding principles for designing professional learning that encourages both teacher and student agenc…
Educational and Psychological Assessments (2 works) · Literacy (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Social Psychology (2 works) · Teacher Education and Leadership Studies (2 works) · Affordance (1 work) · Agency (philosophy (1 work) · Coaching (1 work)