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首页> 外文期刊>Reading & Writing Quarterly >Building and Rebuilding a Statewide Support System for Literacy Coaches
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Building and Rebuilding a Statewide Support System for Literacy Coaches

机译：建立和重建全州扫盲教练支持系统

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In this article the authors recount the history and challenges of implementing coaching in 153 Georgia elementary schools over the 6-year period of Reading First funding. After outlining the expectations of Reading First, they describe the particular demands of coaching in a reform setting and detail the formative lessons that allowed the program to evolve responsively. Each year progressed toward a more fine-grained focus for professional development. Beginning with broadly based knowledge building in Year 1, the project turned to building the capacity of coaches and state staff as data interpreters and professional developers in Year 2. Year 3 entailed a gradual release that enabled coaches and state staff to make more choices in order to tailor professional development to the needs of their schools. Based on longitudinal data, Year 4 narrowed the focus to interactive read-alouds (conducted to build comprehension and vocabulary) and small-group differentiated instruction. Because teacher response to implementing differentiation was positive, Year 5 involved a continuation of the efforts to refine and extend the use of read-alouds. The final year of funding was devoted to sustainability, including the creation of archived materials (available to all) and online modules.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/10573569.2011.532737
机译：在本文中，作者叙述了在Reading First资助的6年期间在153所乔治亚州小学实施教练的历史和面临的挑战。在概述了“阅读优先”的期望之后，他们描述了在改革环境中教练的特殊要求，并详细介绍了使该计划快速发展的形成性课程。每年都朝着更细化的专业发展重点发展。从第1年的基础广泛的知识积累开始，该项目转向第2年的教练和州职员作为数据解释员和专业开发人员的能力建设。第3年需要逐步发布，使教练和州职员可以按顺序做出更多选择。使专业发展适应学校的需求。根据纵向数据，四年级将重点缩小到交互式朗读（旨在建立理解和词汇）和小组差异教学。由于教师对实施差异化的反应是积极的，因此五年级需要继续努力，以完善和扩展朗读方法的使用。资金的最后一年用于可持续性，包括创建存档的材料（所有人可用）和在线模块。 twitter，technorati，美味，linkedin，facebook，stumbleupon，digg，google，更多“，发布：” ra-4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/10573569.2011.532737

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