{"title":"中学识字教练:角色与责任的认知","authors":"Katie Stover, Maryann Mraz","doi":"10.56887/galiteracy.25","DOIUrl":null,"url":null,"abstract":"This article describes a qualitative study conducted to explore the daily roles and responsibilities of middle school literacy coaches and to compare them with the International Reading Association’s recommended standards literacy coaches (IRA, 2006). Four middle school literacy coaches, all employed at different middle schools within the same district in the southeastern United States participated in this study. Findings reveal some consistencies in roles such as building rapport and evaluation of literacy needs. ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"8 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2013-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Middle School Literacy Coaches: Perceptions of Roles and Responsibilities\",\"authors\":\"Katie Stover, Maryann Mraz\",\"doi\":\"10.56887/galiteracy.25\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article describes a qualitative study conducted to explore the daily roles and responsibilities of middle school literacy coaches and to compare them with the International Reading Association’s recommended standards literacy coaches (IRA, 2006). Four middle school literacy coaches, all employed at different middle schools within the same district in the southeastern United States participated in this study. Findings reveal some consistencies in roles such as building rapport and evaluation of literacy needs. \",\"PeriodicalId\":111992,\"journal\":{\"name\":\"Georgia Journal of Literacy\",\"volume\":\"8 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2013-03-30\",\"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.25\",\"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.25","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Middle School Literacy Coaches: Perceptions of Roles and Responsibilities
This article describes a qualitative study conducted to explore the daily roles and responsibilities of middle school literacy coaches and to compare them with the International Reading Association’s recommended standards literacy coaches (IRA, 2006). Four middle school literacy coaches, all employed at different middle schools within the same district in the southeastern United States participated in this study. Findings reveal some consistencies in roles such as building rapport and evaluation of literacy needs.
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