Discourse Within the Interactional Space of Literacy Coaching
Bibliographic Data
| ID | 22047744 |
|---|---|
| Authors | Valerie Dunham (0009-0007-9890-1841, Virginia Tech, corresponding author), David Alan Robertson (0000-0003-0336-2579, Virginia Tech) |
| Year | 2025 |
| Volume | 15 |
| Issue | 6 |
| Pages | 694 |
| Publication date | 2025-06-04 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15060694 |
| OpenAlex | W4411033986 |
| Language | EN |
| References cited | 40 |
Reviews of literacy coaching show positive outcomes for teaching and learning, yet also that coaching’s impact varies widely, especially at increased scale. Thus, some scholars argue the quality of coaching interactions may matter more than broad coaching actions (e.g., co-planning, observing). Situated within Habermas’s notion of “public sphere”, we used discourse analysis to examine video-recorded pre- and post-interviews, coaching meetings, and coach retrospective think-aloud protocols of a literacy coach and elementary school teacher who described their partnership as “successful”. We examined participants’ values expressed about coaching; how each participant positioned themselves, each other, and the coaching context; and the nature of the coach–teacher discourse therein to answer the following question: what occurs in the interactional space between a coach and teacher when engaged in coaching meetings? We found four categories of values focused on participatory choice, their sense of connectedness, knowledge development, and their approach to working with/as a coach. Further, participants’ positionings signified agency for both the coach and teachers in the interactional space. While bracketing and leveraging their own authority, the coach’s language choices promoted teachers’ agency within the interactional space, providing insight into how language functions to shape the “public sphere” of coaching interactions
Coaching · Discourse analysis · Linguistics · Literacy · Mathematics education · Pedagogy · Coaching Methods and Impact · Educational and Psychological Assessments · Psychology · Reflective Practices in Education
The Routledge Handbook of Research Methods in Applied Linguistics
Dialogic Inquiry
How to do Discourse Analysis
Agency as a fourth aspect of students’ engagement during learning activities
The Effect of Teacher Coaching on Instruction and Achievement
The Method Section as Conceptual Epicenter in Constructing Social Science Research Reports
Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes
What Does It Mean to Say Coaching Is Relational
The effects of language- and literacy-focused professional development on early educators and children
Video-based literacy coaching to develop teachers’ professional vision for dialogic classroom text discussions
Ways of interacting
Teacher implementation of an adolescent reading intervention
Support for the Improvement of Practices through Intensive Coaching (Sipic)
Getting to the heart of the matter
Developing teachers’ literacy scaffolding practices—successes and challenges in a video-based longitudinal professional development intervention
Effects of Online Content‐Focused Coaching on Discussion Quality and Reading Achievement
Social Cognitive Theory
Positioning
Rethinking the Public Sphere
| Highly cited | No |
|---|