The Heart of the Matter: The Coaching Model in America's Choice Schools.

By Susan M. Poglinco, A. Bach, Kate Hovde, S. Rosenblum, Marisa Saunders, J. Supovitz. 2003

223 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/72f3153aade1eb741ae4523f311ebd814fb34d3c

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Citations in the corpus

Content-Focused Coaching: Five Key Practices (2016, background): “…form of job-embedded professional development, enabling teachers toworkwith acolleaguewhohasalreadydevelopedhigh-quality instructional practices (Coburn & Russell, 2008; Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009; Neufeld & Roper, 2003; Poglinco et al., 2003; West & Staub, 2003).”
Examining the Relationship between Literacy Coaching and Student Reading Gains in Grades K–3 (2011, background): “Research has been published on the roles, responsibilities, and relationships between literacy coaches and teachers (e.g., Bean, Swan, & Knaub, 2003; Deussen et al., 2007; Dole, 2004; Poglinco et al., 2003; Rainville & Smith, 2008).”
The Impact of No Child Left Behind on Teachers' Writing Instruction (2008, background): “For example, America’s Choice: Writer’s Advantage(1) consisted of “readers and writers workshops” featuring “phonics, oral language, shared books, guided reading, independent reading, daily writing instruction, and independent writing” (Poglinco et al., 2003) and followed the structure of a miniless”
Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities (2017, background): “Co-teaching Working collaboratively with coaches to co-construct and co-teach lessons together (Poglinco et al., 2003) x x x x x”
Instructional Coaching (2010, background): “These skills and activities add up to a tall order for professionals who are placed in what have been described as ambiguous and contextually dependent roles (Poglinco et al., 2003).”
Rethinking Instructional Leadership, a Review (2013, background): “There is no standard form of instructional coaching; its applications vary widely, both within and between schools (Poglinco et al., 2003; Resnick, 2010).”
Teacher Efficacy and Content Literacy Implementation: An Exploration of the Effects of Extended Professional Development with Coaching (2008, background): “Generally, teachers report positive experiences when provided coaching as a resource (Marks & Gersten, 1998; Van Keer & Verhaehe, 2005; Veenman & Denessen, 2001), and research indicates the positive impact of coaching on teacher practice (Paglinco et al., 2003).”
Reading Coaches and the Relationship Between Policy and Practice (2012, background): “Prior research has concentrated on coaches' work in helping teachers to learn about and integrate new approaches into the classroom (Garet et al., 2008; Marsh et al., 2010; Matsumura, Garnier, Correnti, et al., 2010; Poglinco et al., 2003; Vanderburg & Stephens, 2010; Wei et al., 2009).”
Assessing the Value-Added Effects of Literacy Collaborative Professional Development on Student Learning (2010, background): “Poglinco et al. (2003) conducted a descriptive study of coaching in 27 schools that implemented a comprehensive school reform model.”
"Coach" can mean many things: five categories of literacy coaches in Reading First (2007, background): “Assisting teachers in implementing new cur• ricular programs (Poglinco et al., 2003)”
The Impact of Literacy Coaches: What Teachers Value and How Teachers Change (2010, background): “Alverman, Commeyras, Cramer, and Harnish (2005), Deussen, Coskie, Robinson, and Autio (2007), and Poglinco et al. (2003) describe coaches in particular settings (Reading First in Georgia, Reading First in five western states, and America’s Choice schools, respectively).”