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A model of joint action for literacy coaching with video self-reflection.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A model of joint action for literacy coaching with video self-reflection./
Author:	Reichenberg, Jennifer Sharples.
Description:	1 online resource (240 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Subject:	English as a second language. -
Online resource:	click for full text (PQDT)
ISBN:	9781369592740

A model of joint action for literacy coaching with video self-reflection.
Reichenberg, Jennifer Sharples.

A model of joint action for literacy coaching with video self-reflection. - 1 online resource (240 pages)

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ph.D.)--State University of New York at Buffalo, 2017.

Includes bibliographical references

The purpose of this study was to explore the nature of mediation by a reflective framework, video, and a literacy coach and the impact of this mediation on the reflective stance of secondary level teachers of ELLs. Analysis of the data showed that each step in the reflective framework acted as a unifying tool that helped determine how the video and the coach were taken up in different types of joint action by the teacher and coach. These types of action included making suggestions, building on each other's ideas, revoicing and reconceptualizing ideas, asking questions to develop understanding, asking questions to introduce dissonance, and disagreeing with each other. A closer analysis of these actions revealed that they could each be classified along two axes, a responsive/directive axis and a consonant/dissonant axis, suggesting a Model of Joint Action for Literacy Coaching With Video Self-Reflection. The four quadrants created by the intersection of the axes represent four categories of joint action in the model: directive/consonant, directive/dissonant, responsive/consonant, and responsive/dissonant. These categories of action existed both within coaching session dialogue and within classroom visits, suggesting that the model is useful across contexts and may support the embodied nature of professional learning by teachers. Movement of the joint action of the teacher and coach among these four quadrants was informed by contexts, both dynamic and historical, which can be plotted on a third axis representing time. Finally, action during both coaching sessions and classroom visits led to changes in teachers' thinking and practice during the study, indicating that a model of joint action that accounts for the role of responsiveness/directiveness, consonance/dissonance, and time may be useful to inform diverse approaches to professional development.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369592740Subjects--Topical Terms:

1148422
English as a second language.
Index Terms--Genre/Form:

554714
Electronic books.

A model of joint action for literacy coaching with video self-reflection.
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504 $a Includes bibliographical references
520 $a The purpose of this study was to explore the nature of mediation by a reflective framework, video, and a literacy coach and the impact of this mediation on the reflective stance of secondary level teachers of ELLs. Analysis of the data showed that each step in the reflective framework acted as a unifying tool that helped determine how the video and the coach were taken up in different types of joint action by the teacher and coach. These types of action included making suggestions, building on each other's ideas, revoicing and reconceptualizing ideas, asking questions to develop understanding, asking questions to introduce dissonance, and disagreeing with each other. A closer analysis of these actions revealed that they could each be classified along two axes, a responsive/directive axis and a consonant/dissonant axis, suggesting a Model of Joint Action for Literacy Coaching With Video Self-Reflection. The four quadrants created by the intersection of the axes represent four categories of joint action in the model: directive/consonant, directive/dissonant, responsive/consonant, and responsive/dissonant. These categories of action existed both within coaching session dialogue and within classroom visits, suggesting that the model is useful across contexts and may support the embodied nature of professional learning by teachers. Movement of the joint action of the teacher and coach among these four quadrants was informed by contexts, both dynamic and historical, which can be plotted on a third axis representing time. Finally, action during both coaching sessions and classroom visits led to changes in teachers' thinking and practice during the study, indicating that a model of joint action that accounts for the role of responsiveness/directiveness, consonance/dissonance, and time may be useful to inform diverse approaches to professional development.
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