Annotated
Bibliography
Abbott, R.D., O’Donnell, J., Hawkins, D., Hill,
K.G., Kosterman, R., & Catalano, R.F.
(1998). Changing teacher practices to promote achievement and bonding to
school. American Journal of Orthopsychiatry, 68(4), 542-552.
This article examines the comparison of teachers
trained and coached on instructional intervention strategies and how their
students achieved to that of student achievement with untrained teachers. The authors discovered a small improvement in
achievement when focusing on just fifth and sixth graders whose teachers had
been trained in specific instructional strategies. However, as more teachers were trained and
the interventions were taking place spirally through grades 1-6, much larger
achievements were made by students who had teachers trained in those
strategies. The authors all hold PhD’s
and are from recognized universities.
Abbott works in the Department of Educational Psychology at the
University of Washington. Hawkins, Hill,
Kosterman and Catlano, also at the University of Washington, are in the Social
Development Research Group. O’Donnal
hails from the Department of Social Work at California State University. This research is somewhat dated but supported
through other past studies. Although the
study focuses mostly on how students achieve higher in areas of classroom
opportunity, involvement, reinforcement, and bonding to school, academic
achievements are evaluated. This is
relevant to my research because it does link quality coaching and professional
development to student achievement. The
article is a research study and on a collegiate reading level.
Bangert-Drowns, R.L., Kulik, J.A., & Kulik,
C.C. (1983). Effects of coaching programs on achievement
test performance. Review of Educational Research, 53(4), 571-585.
Although this study examines the effects of coaching
programs on aptitude and achievement tests, it could prove beneficial to my
research due to the proof found that coaching programs generally have a
positive effect on achievement tests. The
coaching in this study is more peer-related but gives excellent quantitative
results on the improvement in achievement tests for three types of coaching
programs: short, average (mid-length) and extensive. Results that have the ability to strengthen
my research question would be in the findings of the effects on content
coaching and grade level of subjects.
The authors completed extensive research for the findings examining 30
different previous studies. The three
contributors to this article are involved with the Center For Research on
Learning and Teaching at the University of Michigan (Ann Arbor). Bangert-Drowns is a research assistant with
specializations in individualized instruction, research synthesis and
phenomenological research. J. Kulik, a
research scientist, specializes in research synthesis and educational
evaluation. C. Kulik is an assistant research scientist at the
University of Michigan specializing in research synthesis, individualized
instruction and psychological measurement.
This article is written for a collegiate audience but speaks in an
understandable, clear, concise language.
Biancarosa, G., Bryk, A.S., & Dexter, E.R. (2010).
Assessing the value-added effects of literacy collaborative professional
development on student learning. The Elementary School Journal, 111(1),
8-34.
The authors of this article make it clear that there
are few empirical studies to prove the effects of coaching on student
achievement. In fact, the two major
studies prior to this article found little evidence to support positive effects
of coaching on student achievement.
However, when the authors conducted an accelerated multicohort
longitudinal quasi-experimental, 4-year study of the Literacy Collaborative
program, they found quite the opposite.
The first year was used as a baseline assessing students on DEIBLES and
Terra Nova, and pre-coaching development began for teachers who would become
coaches. In the next three years, with
continual support for coaches and strategy implementation from teachers,
positive effects of academic coaching were found. The results from the first year yielded a 16%
increase in student achievement, the second year of implementation shined a 28%
increase, and the third year showed an astounding 32% increase. The author, Gina Biancarosa, is at the
College of Education at the University of Oregon. Anthony Bryk is from The Carnegie Foundation
for the Advancement of Teaching, and Emily Dexter is from Lesley
University. This article lends great support
to my topic because of the proof that academic coaching helps teachers, and
therefore, increases student achievement.
Buly, M.R., Coskie, T., Robinson, L., & Egawa,
K. (2006). Literacy coaching: Coming out of the
corner. Voices from the Middle, 24(13), 24-28.
Written by Kathy Egawa, a former associate director
for the National Council of Teachers of English, as well as three
teachers/coaches she holds in high regard, this article explains the three
essentials for a successful coaching program.
Those components are 1.) effective coaches have clearly defined job
descriptions, 2.) effective coaches have support over time, and 3.) essential
components of an effective coaching session can be identified and defined. The authors also offer insight to how
effective coaching may look a lot different when working with middle school and
high school teachers. There is a brief
section of the article that discusses the concerns of coaching, the foremost
being that without support, coaches are less likely to be successful. Other ideas for continued research are given
as well. Kathy Egawa is now a visiting
professor of literacy education at Seattle University. Marsha Riddle Buly is an associate professor
of literacy education at Western Washington University. Tracy Coskie is an assistant professor of
elementary education and LeAnne Robinson is an assistant professor of special
education, both at Western Washington University. The ideas presented are beneficial for my
research because without support, well-educated coaches, there will be no intervention
for teachers, and therefore, no additional student achievement.
Chambers-Cantrell, S., & Hughes, H.K. (2008).
Teacher efficacy and content literacy implementation: An exploration of
the effects of extended professional development with coaching. Journal
of Literacy Research, 40, 95-127.
Often times teachers of middle and high school
students have been trained to focus on the content to be taught and not
necessarily literacy strategies to be used with students. This study focused on the effects of a
one-year training program for 6th and 9th grade
teachers. The areas of focus were
general teacher efficacy, conceptions of teacher efficacy, efficacy and teacher
development, and content literacy and teacher efficacy. An interesting finding was that teacher
efficacy grew as student achievement grew.
This study also leads me to believe that some of their findings may have
led to the Common Core to be developed.
For one academic year, content teachers received extended professional
development in literacy techniques designed for student success. The measures
used in this study included teacher efficacy surveys, classroom observations,
and teacher interviews. This applies to
my research because some coaches may have to work within a secondary setting
and must be equipped to handle the pressures of teaching content teachers
literacy strategies. Susan Cantrell is
an Assistant Professor of Literacy Education at the University of Kentucky and
is also the Executive Director of the Collaborative Center for Literacy
Development at the U.S. Department of Education. Hannah Hughes is a research assistant with
the Collaborative Center for Literacy Development and specializes in areas of
educational research and program evaluation.
Dole, J.A., & Donaldson, R. (2006).
“What am I supposed to do all day?”: Three big ideas for the reading
coach. International Reading Association, 486-488.
This article, although brief, expresses what a
reading coach should focus on during his or her daily activities. The authors claim there are three “big ideas”
for reading coaches which are focusing interest and attention on the primary
goal (teachers, reading instruction and students), ensure that they are in
classrooms frequently, and establishing themselves as someone who can help
teachers with their reading instruction.
It also defines the role of the coach as a support system for
teachers. This goes hand-in-hand with
the article by Buly, Coskie, Robinson and Egawa. Without support for the coach, the coach may
be overwhelmed and not offer the best support to teachers. This is beneficial to my research because
without a supported coach or supported teachers, student achievement is less
likely to expand growth. Dole is the
editor of The reading Coach’s Corner
and teaches at the University of Utah (Salt Lake City). Donaldson is the Dirctor of Reading First for
the Utah State Office of Education.
Hall,
B. (2004). Literacy coaches. An evolving role. Carnegie
Reporter, 3(1).
This article brings forth the fact that many of our
nation’s adolescents are failing in reading and not staying competitive with
the rest of the industrialized nations.
It also discusses that the idea of the “reading specialist”—now termed
reading coach, literacy coach, content coach just to name a few—can be traced
back to the 1930s. It gives perspective that
our nation’s students have been failing in reading since the closure of World
War II. The idea of a coach changed in
the 1960s from more of a remedial role to a resource. One of the experts cited within the article believes
that coaching is a cultural phenomenon stating that the term “coaching” can be
traced back to a multi-lingual issue when our country had a large Hispanic
increase in population about 50 years ago.
It is also discussed that coaches are doing more than just coaching
reading; they have moved into working with content area teachers in the areas
of math, science and social studies because many of our nation’s students are
not reading at appropriate levels for secondary students. There are personal reflections from members
of school districts across the nation which will be beneficial to my
research. Some downfalls are discussed
as well such as the sustainability of quality coaching programs. Expectations must be reasonable. Things do not change overnight. Barbara Hall has been writing about education
for over 25 years. She has written about
educational issues in such publications as The
New York Times, Christian Science
Monitor, The Washington Post, and
The Boston Globe.
Russo, A.
2004. School based coaching: A
revolution in professional development-or just the latest fad? Harvard
Education Letter Research Online, 20(4).
Retrieved from http://www.hepg.org/hel/article/269.
Alexander Russo, an independent education writer, is
a contributing editor for Catalyst based
in Chicago. His article presents success
stories from large, urban school districts that have implemented coaching
programs, examining coaching as a professional development alternative for teachers,
caveats of coaching programs, and how to progress next with coaching
programs. One point that Russo makes for
school districts employing coaches is that this type of professional
development is more beneficial for teachers.
Off-site trainings, conferences,
and lectures usually tell teachers what to do by someone who will never
check back in for accountability.
Coaches build relationships with teachers and help them discover
strategies to help students achieve.
This piece will be beneficial to my research. The success stories discussed give a personal
side of accomplishment. Schools and
leadership teams need to be assured that success can be attained from coaching
programs and are worth the implementation.
Additional Resources to Be Explored:
Hasbrouck, J., &
Denton, C.A. (2007). Student-focused coaching: A model for reading
coaches. International Reading Association, 690-693.
Joyce, B., &
Showers, B. (2003). Student achievement through staff
development. National College for School Leadership, 1-5.
Leithwood, K.,
& Mascall, B. (2008). Collective leadership effects on student
achievement. Educational Administration Quarterly, 44, 529-561.
Lockwood, J.R.,
Slaon-McCombs, J. & Marsh, J.
(2010). Linking reading coaches
and student achievement: Evidence from Florida middle schools. Educational
Evaluation and Policy Analysis, 32, 372-388.
Neuman, S.B.,
& Cunningham, L. (2009). The impact of professional development and
coaching on early language and literacy instructional practices. American
Educational Research Journal, 46(2), 532-566.
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