Discourse of literacy coaching: teacher-coach interactions during a summer school practicum

426 Pages·2003·15.9 MB·English

by  Nowak, Rhonda L. A

THEDISCOURSEOFLITERACYCOACHING:
TEACHER-COACHINTERACTIONSDURINGASUMMERSCHOOL
PRACTICUM
RHONDAL.A.NOWAK
ADISSERTATIONPRESENTEDTOTHEGRADUATESCHOOLOFTHE
UNIVERSITYOFFLORIDAINPARTIALFULFILLMENTOFTHE
REQUIREMENTSFORTHEDEGREEOFDOCTOROFPHILOSOPHY
UNIVERSITYOFFLORIDA
2003
DEDICATION
ToJerry
Icouldnothavedoneit
withoutyoursupport
InmemoryofZack
Afaithfulfriendwhosatatmyfeet
soIwouldnotbealone
ACKNOWLEDGMENTS
Iwishtothankmyhusband,Jerry,forhisloveandsupportthroughoutmy
doctoralprogramandmydissertation.Hispatienceandunderstandingkeptmegoing
whensomanyotherthingsviedformyattention.Thanksalsogotomytwodaughters,
KerraandKacy.IknowtheytiredofseeingthebackofmyheadasIsatinfrontofthe
computerforsomanymonths.Iamcommittedtoensuringmyfamilybecomes
reacquaintedwithmyface,mysmile,andmyfocusedattention.
Ialsowishtothankmymotherforallofherhardworktranscribingdata.Her
professionalismwasanenormoushelp,althoughImustsaythatherloveandunflagging
confidenceinmeduringmanyanguishedlong-distancephonecallswereequally
appreciated.
Thanksgotomysupervisorandcommitteechair.Dr.RichardAllington,forhis
supportandcounselthroughoutmydoctoralprogram.Hisopen-doorpolicyatthe
UniversityofFloridahelpedmefeelvalued.AlthoughImustadmitthatIdidnotalways
followhisadvice,Ilearnedagreatdealfromourdiscussionsandthroughtheresearch,
writing,andconferencepresentationsweworkedontogether.Equallyinvaluablewasthe
supportofferedbymycochair.Dr.MaryBrownell.Herconcernformypersonalwell-
being,aswellasmyacademicsuccess,helpedmetoattemptbalancethroughoutmy
doctoralprogram.Ialsobenefitedtremendouslyfromtheresearch,writing,and
conferenceopportunitiessheprovided.Herthoughtfulfeedbackonmydissertationis
iii
evenmoreappreciatedinretrospectbecauseIrealizethatitforcedmetotakeamore
objectivelookatmywork.
ThesameistrueforDr.MirkaKoro-Ljungberg.Herquestionsalwayscausedme
tothinkmoredeeply,andforthisIamgrateful.ThanksalsogotoDr.AnneMcGill-
Franzenforherinstrumentalsupportinselectingmydissertationtopic,andtoDr.
ElizabethBondyforherconfidenceinmethroughoutmydoctoralprogram.
Finally,Iwishtothankthemembersofmypeergroupwhoprovidedbothmoral
supportandpracticalassistanceduringtheanalysisandwritingphasesofmydissertation.
ThanksgotoLynn,Alyson,Cindy,andEvan.
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5
TABLEOFCONTENTS
page
ACKNOWLEDGMENTS iii
ABSTRACT xii
INTRODUCTION 1
CHAPTER
CONSTRUCTIVISM:AGUIDINGPERSPECTIVEOFKNOWLEDGE
1 ANDKNOWING 15
EpistemologyandMajorPrinciplesofConstructivism 16
ApplyingConstructivistTheoryandLTLtoCoachingDiscourse 23
2 PROFESSIONALDEVELOPMENT,CONCEPTIONSOF
KNOWLEDGE,ANDTEACHERLEARNING 28
ANewParadigmforTeacherProfessionalDevelopment 31
ConceptionsofKnowledgeandTeacherLearning 36
3 COACHINGASATOOLFORINTERACTIVEMEANINGMAKING 41
CoachingModelsandProcesses 43
CritiquesofCoachingforTeacherProfessionalDevelopment 51
StudiesofCoaching 56
SummaryoftheEffectsofCoaching 88
ObservationandReflectionToolsforCoaching 89
BuildingRelationshipswithinCoachingInteractions 100
SummaryoftheCoachingLiterature 112
4 DISCOURSE:ASCAFFOLDFORLEARNING 11
TheRoleofClassroomDiscourseinStudentLearning 116
DiscourseasaScaffoldforStudentLearning 127
StudiesofDiscoursewithinCoachingInteractions 131
SummaryoftheLiteratureonDiscourseinCoaching 141
V
7
5 ASTUDYOFCOACHINGINTERACTIONSDURINGA
SUMMERSCHOOLPRACTICUM 143
BackgroundfortheStudy 144
TransferringTheoreticalPerspectivesintoResearchPractice 146
StudyoftheSummerSchoolPracticum 156
6 CONTEXTUALELEMENTSOFTHESUMMERSCHOOL
PRACTICUM 172
TheSchoolSystem 174
TeacherProfessionalDevelopmentComponent 179
TheSummerSchoolComponent 195
ParticipantsoftheStudy 207
ContextualInfluencesonTeacherLearningduringtheSummerSchool
Practicum 213
7 DOMAINSOFMEANINGWITHINCOACHINGINTERACTIONS 21
InSearchofDomainsofMeaninginTeacher-CoachDiscourse 219
AttributionDiscourseforGuidedReading 224
StrictInclusionDiscourseforGuidedReading 237
Means-EndDiscourseforGuidedReading 244
RationaleDiscourseforGuidedReading 255
Cause-EffectDiscourseforGuidedReading 262
SummaryofDomainsofMeaningwithintheCoachingInteractions 273
8 ORGANIZATIONOFDISCOURSEWITHINCOACHING
INTERACTIONS 276
ProgressiveDiscourseandExploratoryTalk 276
AnalysisoftheOrganizationofTeacher-CoachDiscourse 279
Initiating,Responding,andFollow-upMoveswithinTeacher-Coach
Discourse 296
PotentialSupportProvidedbytheOrganizationofDiscoursewithin
CoachingInteractions 315
9 DISCOURSETHEMESINTHESUMMERSCHOOLPRACTICUM 326
DiscourseThemesacrossDomains,Dyads,andCoachingEpisodes 327
ThemesRelatedtotheOrganizationofDiscourse 331
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1
10 TTHEEACDHIESRCOLUERASRENOIFNGCOINACPHRIONFGE:SSOIPOPNOARLTUDNEIVTEILESOPFMOERNT 336
CoachingwithinSystemicTeacherProfessionalDevelopment 336
SupportingProgressiveDiscoursewithinCoachingInteractions 346
LimitationsoftheResearch 362
FurtherResearchonCoachingDiscourse 363
REFERENCES 366
APPENDIX
A DOMAINANALYSISSHEET 385
B DISCOURSEANALYSISSHEET 386
C GUIDEDREADINGVIDEOTAPEANALYSISSHEET 388
D INTERVIEWPROTOCOLFORTEACHERS 389
E INTERVIEWPROTOCOLFORCOACHESANDPRINCIPALS 391
F INTERVIEWPROTOCOLFORFACILITATORS 393
G INTERVIEWPROTOCOLFORDISTRICTSUPERVISORS 395
H DISTRICT-DEVELOPEDWEEKLYWRITTENFEEDBACKFORMS...397
I RESEARCHER-DEVELOPEDWEEKLYWRITTENFEEDBACK
FORMS 398
J QUESTIONNAIREFORPARTICIPATINGEDUCATORS 399
K THEORETICALORIENTATIONTOREADINGPROFILE 40
L DISTRICTSCREENINGINSTRUMENTFORHIRINGSUMMER
SCHOOLTEACHERS 404
M TOOLFORINTENTIONALCOACHINGDISCOURSE 406
BIOGRAPHICALSKETCH 410
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LISTOFTABLES
Table paee
2-1 TraditionalandConstructivistProfessionalDevelopment 33
3-1 CoachingModelsReportedintheLiterature 48
3-2 FindingTimeforCoachingandOtherSite-basedProfessional
Development 56
3-3 LogisticalConsiderationsforCoachingPrograms 62
3-4 ObservationandReflectionToolsUsedforCoachingReportedinthe
Literature 91 '|
5-1 FiveAxiomsof"Constructivist"Research 147
5-2 Addressingissuesoftrustworthinesswithinmydissertationstudy 156
5-3 DataSourcesandDataCollectionCycleDuringtheSummerSchool
Practicum 161
6-1 SchoolSystemDemographics,Finances,andK-5StudentPerformance 175
6-2 Teachers,Coaches,andPrincipalsWhoParticipatedinthe
Grade1-2Program 180
6-3 InformationforTeachersandCoachesWhoParticipatedintheStudy 208
7-1 SemanticRelationshipsofDomainsforDomainsintheCoaching
Discourse 219
7-2 PercentageofIncludedTermsbyFramesforEachDyadand
AcrossDyads 222
7-3 IncludedTermsbySemanticRelationshipsforEachDyadand
AcrossDyads 224
7-4 AttributionDomainsforEachTeacher-CoachDyadandAcrossDyads 226
vm
7-5 AttributionDiscourseRelatedtoStudents'UseofReadingStrategiesand
Status/ProgressinGuidedReadingGroups 227
7-6 ConventionsforTranscribingTeacher-CoachInteractions 228
7-7 RepresentativeDiscourseSequence1IncludingCharacteristicsof
Students 230
7-8 RepresentativeDiscourseSequence2IncludingCharacteristicsof
Students 231
7-9 StrictInclusionDiscourseforEachTeacher-CoachDyadandAcross
Dyads 238
7-10 RepresentativeDiscourseSequenceIncludingKindsofTeachingStrategies
andActivities 239
7-11 Means-EndDiscourseforEachTeacher-CoachDyadandAcrossDyads....245
7-12 RepresentativeSequenceIncludingMeans-EndDiscourseAssociatedwith
WaystoIndividualizeInstruction 246
7-13 RationaleDiscourseforEachTeacher-CoachDyadandAcrossDyads 256
7-14 RepresentativeSequenceIncludingRationaleDiscourseAssociatedwith
Teachers'Instruction 257
7-15 Cause-EffectDiscourseforEachTeacher-CoachDyadandAcross
theDyads 264
7-16 Cause-EffectDiscourseAssociatedwithTeacherBehavior/Actions 266
8-1 DescriptionsofDiscourseCodesUsedforDataAnalysis 287
8-2 UtterancesandPurposesforEachoftheSixRepresentativeConversational
Sequences 292
8-3 Initiating,Response,Follow-upMovesandTypesforTeachersand
Coaches 297
8-4 QualityofInitiating,Responding,andFollow-upMovesAcross
Sequences 299
8-5 DemandsInitiatedbyCoachesAcrosstheSixSequences 303
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8-6 NegotiatedSituationalandPrepositionalKnowledgeinTeacher-Coach
Discourse 323
9-1 DiscourseThemesAcrossDomainsfortheGuidedReadingFrame 327
10-1 FrameworkforReviewingProfessionalDevelopmentPoliciesand
Practice 338
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