Literacy Coaching Online: Effects on Classroom Discussion Quality

• In Event: 67.068 - MTCC Roundtable Session 32
  In Roundtable Session: 67.068-4 - Examining the Impact of Digital Learning Environments on Teacher Professional Development

Abstract

In this paper we present results of research developing an online application of a successful 'in-person' literacy-coaching program (Content-Focused Coaching, CFC). Online CFC is comprised of a six-week online workshop followed by individual remote coaching to improve classroom text discussions - a high leverage practice for reading instruction. Schools were randomly assigned to participate in Online CFC or to serve as a comparison sample (workshop only after accountability testing). Results showed a positive effects of the program on discussion facilitation quality, students' participation in discussions, and teachers' beliefs about reading instruction.

Authors

• Lindsay Clare Matsumura, University of Pittsburgh

• Richard James Correnti, University of Pittsburgh

• Donna D. Bickel, University of Pittsburgh

• Dena Zook-Howell, University of Pittsburgh

• Marguerite Walsh, University of Pittsburgh