Middle School Literacy Coaches: Perceptions of Roles and Responsibilities

Authors

  • Dr. Katie Stover Furman University

DOI:

https://doi.org/10.56887/galiteracy.35

Keywords:

literacy coaches, middle school, roles and responsibilities, literacy needs

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. 

Author Biography

  • Dr. Katie Stover, Furman University

    Dr. Katie Stover (katie.stover @furman.edu) is an Assistant Professor in the Education Department at Furman University in Greenville, SC. She has authored a number of publications on literacy instruction and literacy coaching in journals such as The Reading Teacher, The Middle School Journal, and The Journal of Early Childhood Research

Middle School Literacy Coaches: Perceptions of Roles and Responsibilities

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Published

03/30/2013

Issue

Section

Research and Practitioner Articles

How to Cite

Stover, K. (2013). Middle School Literacy Coaches: Perceptions of Roles and Responsibilities. Georgia Journal of Literacy, 36(1), 11-19. https://doi.org/10.56887/galiteracy.35

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