Situated Identities: Power and Positioning in the Work of a Literacy Coach.

By Kristin N. Rainville, Stephanie Jones. 2008

114 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/86a60be98728daf9949f99608345b75d4a6cc7fc

How researchers see this paper

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

In Language and Linguistics

1. Paul Cobb
2. Lynsey K. Gibbons
3. Jacy Ippolito

In Literature and Literary Theory

1. Paul Cobb
2. Lynsey K. Gibbons
3. Jacy Ippolito

Citations in the corpus

• How the Framing of Instructional Coaching as a Lever for Systemic or Individual Reform Influences the Enactment of Coaching (2015, background): “Other studies have examined coaches’ identity development (Chval et al., 2010; Rainville & Jones, 2008), the politics of coaching (Coburn & Woulfin, 2012), and the role that principals and districts play in supporting instructional coach initiatives (Mangin, 2007, 2009; Matsumura, Sartoris, Bickel,…”
• Three Ways That Literacy Coaches Balance Responsive and Directive Relationships with Teachers (2010, background): “…and professional developers are working to better understand how complex relationships between coaches and teachers relate to changes in teacher practice and gains in student achievement (Hough et al., 2008; Marsh et al., 2008; Peterson, Taylor, Burnham, & Schock, 2009; Rainville & Jones, 2008).”
• Coaches and Coaching in Reading First Schools: A Reality Check (2010, background): “…the rationales coaches gave for their work varied greatly and provided strong evidence that coaching is indeed situational (Hathaway & Risko, 2007; Rainville & Jones, 2008); the school and district context, the nature of the teachers in the school, and coaches’ beliefs about their role profoundly…”
• Content-Focused Coaching: Five Key Practices (2016, background): “…reason might be that the amount of coaching that teachers receive and the types of coaching activities in which they engage frequently vary significantly across schools (Bean, Draper, Hall, Vandermolen, & Zigmond 2010; Coburn & Russell, 2008; Matsumura et al., 2009; Rainville & Jones, 2008).”
• Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities (2017, background): “Studies have examined coaches’ identity development (Rainville & Jones, 2008), the politics of coaching (Coburn & Woulfin, 2012), and the conditions that support coaching, such as the role that principals and districts play in coaching (Coburn & Russell, 2008; Gibbons, Garrison, & Cobb, 2011;…”
• The Transition from Experienced Teacher to Mathematics Coach: Establishing a New Identity (2010, background): “Research specifically focused on the transition from teacher to coach using an identity lens is restricted to a case study of one literacy coach (Rainville & Jones, 2008).”
• The Impact of Literacy Coaches: What Teachers Value and How Teachers Change (2010, background): “In a fourth study, Rainville and Jones (2008) discuss one coach in three different classrooms, and, in a fifth study, Roller (2006) summarizes information from coaches across the country who responded to an International Reading Association survey about coaching.”
• Reading Coaches and the Relationship Between Policy and Practice (2012, background): “Similarly, Rainville and Jones (2008) reported that the coach in their study " wielded tremendous power in the teacher– learner relationship " (p. 444) by controlling coach– teacher conversations.”