A Problem-Solving Model for Literacy Coaching Practice

被引：5

作者：

Toll, Cathy A. ^{[1
]}

机构：

[1] Univ Wisconsin, Dept Literacy & Language, Oshkosh, WI 54901 USA

来源：

READING TEACHER | 2017年 / 70卷 / 04期

关键词：

1-Early childhood; 2-Childhood; 3-Early adolescence; 4-Adolescence; 6-Adult; 7-Special needs; In-service < Teacher education; Mentoring < Teacher education; professional development; Reflection < Teacher education;

D O I：

10.1002/trtr.1532

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Literacy coaches are more effective when they have a clear plan for their collaborations with teachers. This article provides details of such a plan, which involves identifying a problem, understanding the problem, deciding what to do differently, and trying something different. For each phase of the problem-solving model, there are key tasks for literacy coaches that will help them assist their teacher partners. The article also provides two other common models of teacher problem solving and explains why they are not as effective in supporting teachers in the coaching cycle. © 2016 International Literacy Association

引用

页码：413 / 421

页数：9

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