Analyzing Teacher Participation in Literacy Coaching Activities

By Allison Atteberry, Anthony Bryk. The Elementary school journal, 2011

87 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/625e4fb0dfd6078c7243d3275aa739db7ca14bdb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. N. Moolenaar
2. Lynsey K. Gibbons
3. Alan J. Daly
4. P. D. den Brok
5. Paul Cobb
6. Peter J. C. Sleegers
7. E. Verbiest
8. Janet H. Chrispeels

In Information Systems and Management

1. N. Moolenaar
2. Lynsey K. Gibbons
3. P. D. den Brok
4. Paul Cobb
5. Peter J. C. Sleegers
6. Alan J. Daly

Citations in the corpus

• Toward Conceptual Clarity (2013, background): “Building capacity by promoting teachers’ individual and collective learning is considered an important prerequisite for a school’s ability to change and sustain improvement (Atteberry & Bryk, 2011; Hopkins, 2001; Parise & Spillane, 2010; Sleegers, Bolhuis, & Geijsel, 2005).”
• Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities (2017, background): “However, research to this point indicates that it is rarely fully enacted because coaches and teachers find it difficult to schedule the desired three-step process of planning, observing or modeling, and debriefing (Atteberry & Bryk, 2011; Bean et al., 2010).”