What Does It Mean to Say Coaching Is Relational
Bibliographic Data
| ID | 21650273 |
|---|---|
| Authors | David Alan Robertson (0000-0003-0336-2579, University of Wyoming, corresponding author), Dana A Robertson (University of Wyoming, Laramie, USA), Lauren Breckenridge Padesky (0000-0003-1955-5869, University of Wyoming), Evelyn Ford‐Connors (Boston University), Evelyn Ford-Connors (Boston University, MA, USA), Jeanne R Paratore (Boston University) |
| Year | 2020 |
| Volume | 52 |
| Issue | 1 |
| Pages | 55-78 |
| Publication date | 2020-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Reading Behavior (JOURNAL) |
| Journal identifiers | ISSN: 0022-4111 • E-ISSN: 1554-8430 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1086296x19896632 |
| OpenAlex | W3000252013 |
| Language | EN |
| Citations received | 10 |
| References cited | 49 |
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 knowledge and skills. Our analysis indicates that the realization of co-construction may be influenced by differential patterns related to positioning and dispositions toward coaching: (a) knowledge flow, (b) distributed expertise, and (c) vulnerability. To explicate these patterns, we present evidence of opportunities that enhanced co-construction and obstacles that reduced co-construction. We conclude by discussing how coaches and teachers can develop reciprocity in coach–teacher relationships and move toward more relational coaching approaches. Finally, we provide directions for future research
Affordance · Coaching · Cognitive psychology · Constructive · Dialogic · Literacy · Mathematics education · Pedagogy · Computer Science · Educational and Psychological Assessments · Parental Involvement in Education · Psychology · Social Psychology · Teacher Education and Leadership Studies
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Theories of Action Needed to Guide Emerging Models for Professional Learning
Discourse Within the Interactional Space of Literacy Coaching
The Messy, Human Work of Constructing Togetherness in a Coach’s Interactions with a Teacher
Facilitators' specific discourse strategies to construct socio-emotional dynamics promoting collaboration and dialogue in teachers’ professional development
Becoming” a mentor between reflective and evaluative discourses
Between responsive and directive literacy coaching
Paradoxical Narratives About Online Learning During the Covid-19 Pandemic
Modes of discourse and discourse strategies
The Dialogic Imagination
The Effect of Teacher Coaching on Instruction and Achievement
Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement
The Method Section as Conceptual Epicenter in Constructing Social Science Research Reports
Lessons Learned
Ways of interacting
Effects of coaching on teacher use of sociocultural instructional practices
Support for the Improvement of Practices through Intensive Coaching (Sipic)
Getting to the heart of the matter
Exploring magnitude of change in teacher efficacy and implications for students' literacy growth
The potential benefits of teacher efficacy doubts for educational reform
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| Citations per year | 1.67 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |