Conflicting Storylines in Teacher Leadership: How One Literacy Coach Struggled to Position Herself and Her Work

Autor/inn/en	Mangin, Melinda M.; Dunsmore, KaiLonnie
Titel	Conflicting Storylines in Teacher Leadership: How One Literacy Coach Struggled to Position Herself and Her Work
Quelle	In: New Educator, 9 (2013) 3, S.226-249 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2013.806762
Schlagwörter	Teacher Leadership; Coaching (Performance); Literacy; Qualitative Research; Curriculum Development; Principals; Interviews; Expertise; Teacher Role; Interprofessional Relationship; Educational Change; Time Factors (Learning); Teacher Attitudes; Researchers; Educational Research; Elementary School Teachers + Suchen Sie Ihr Suchwort? Lehrerfunktionsstelle; Alphabetisierung; Schreib- und Lesefähigkeit; Qualitative Forschung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Principal; Schulleiter; Interviewing; Interviewtechnik; Expert appraisal; Lehrerrolle; Bildungsreform; Lehrerverhalten; Researcher; Forscher; Bildungsforschung; Pädagogische Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This study examines the enactment of literacy coaching--one kind of formal teacher leader role--in two districts using data collected from daily activity logs and weekly interviews with 6 coaches over 7 weeks. To provide an in-depth examination, we highlight the case of Diane, a full-time literacy coach working at two elementary schools in one district. Examining the findings through the lens of positioning theory indicates that school and district leaders and the regional literacy coach preparation program held differential storylines and expectations for coaching, positioning the coach role in ways that were contradictory. As a result, Diane struggled to position herself and her work in the context of these conflicting perspectives. This struggle resulted in coaching activities that aimed more at providing support for existing practices and less on improving instruction. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10