{"title":"识字辅导:为下一代教师提供领导和支持","authors":"Katie Stover, C. Glover","doi":"10.56887/galiteracy.30","DOIUrl":null,"url":null,"abstract":"New teachers face a number of challenges as they begin their careers. In fact, many leave the profession for a range of reasons including an overwhelming amount of information and responsibility, pressures of high stakes testing, and lack of support. To counter these challenges, the authors discuss ways literacy coaches can provide leadership and guidance to new teachers through building relationships, creating a climate of trust, and developing individualized support to enhance the teacher’s success","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"34 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2014-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Literacy Coaching: Providing Leadership and Support for the Next Generation of Teachers\",\"authors\":\"Katie Stover, C. Glover\",\"doi\":\"10.56887/galiteracy.30\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"New teachers face a number of challenges as they begin their careers. In fact, many leave the profession for a range of reasons including an overwhelming amount of information and responsibility, pressures of high stakes testing, and lack of support. To counter these challenges, the authors discuss ways literacy coaches can provide leadership and guidance to new teachers through building relationships, creating a climate of trust, and developing individualized support to enhance the teacher’s success\",\"PeriodicalId\":111992,\"journal\":{\"name\":\"Georgia Journal of Literacy\",\"volume\":\"34 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2014-03-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Georgia Journal of Literacy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.56887/galiteracy.30\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Georgia Journal of Literacy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.56887/galiteracy.30","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Literacy Coaching: Providing Leadership and Support for the Next Generation of Teachers
New teachers face a number of challenges as they begin their careers. In fact, many leave the profession for a range of reasons including an overwhelming amount of information and responsibility, pressures of high stakes testing, and lack of support. To counter these challenges, the authors discuss ways literacy coaches can provide leadership and guidance to new teachers through building relationships, creating a climate of trust, and developing individualized support to enhance the teacher’s success