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Navigating Early Childhood Teachers Initial Resistance to Literacy Coaching in Diverse Rural Schools
Literacy coaching, an effective professional development strategy for early childhood teachers, is a respected component in educational reform initiatives. This qualitative case study explored and described interactive processes between literacy coaches ( n = 5) and Kindergarten teachers ( n = 6)....
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| Published in: | Early childhood education journal 2021, Vol.49 (1), p.37-47 |
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| Format: | Article |
| Language: | English |
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| cites | cdi_FETCH-LOGICAL-c341t-362b1ee595a8bdd6f927e81cb4a1fcda74689abdb5df575b6f8a6cba632ce9563 |
| container_end_page | 47 |
| container_issue | 1 |
| container_start_page | 37 |
| container_title | Early childhood education journal |
| container_volume | 49 |
| creator | Cutrer-Párraga, Elizabeth A. Heath, Melissa A. Caldarella, Paul |
| description | Literacy coaching, an effective professional development strategy for early childhood teachers, is a respected component in educational reform initiatives. This qualitative case study explored and described interactive processes between literacy coaches (
n
= 5) and Kindergarten teachers (
n
= 6). This study focused on how established kindergarten teachers in four, diverse, rural impoverished schools in the southeastern United States exhibited initial resistance to literacy coaching. The data suggested that although relationship-focused strategies were important for all teachers, these strategies were essential for low-implementing, initially resistant teachers. Additionally, teachers who were low-implementing, initially resistant required intensive strategies to address cross-cultural challenges and to leverage principal’s support in positive ways. Although building relationships required trust, improving teaching skills required navigating resistance and bridging differences between the coach and teacher. |
| doi_str_mv | 10.1007/s10643-020-01037-5 |
| format | article |
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n
= 5) and Kindergarten teachers (
n
= 6). This study focused on how established kindergarten teachers in four, diverse, rural impoverished schools in the southeastern United States exhibited initial resistance to literacy coaching. The data suggested that although relationship-focused strategies were important for all teachers, these strategies were essential for low-implementing, initially resistant teachers. Additionally, teachers who were low-implementing, initially resistant required intensive strategies to address cross-cultural challenges and to leverage principal’s support in positive ways. Although building relationships required trust, improving teaching skills required navigating resistance and bridging differences between the coach and teacher.</description><identifier>ISSN: 1082-3301</identifier><identifier>EISSN: 1573-1707</identifier><identifier>DOI: 10.1007/s10643-020-01037-5</identifier><language>eng</language><publisher>Dordrecht: Springer Netherlands</publisher><subject>Coaching ; Coaching (Performance) ; Disadvantaged Schools ; Diversity ; Diversity (Institutional) ; Education ; Emergent Literacy ; Interprofessional Relationship ; Kindergarten teachers ; Learning and Instruction ; Literacy ; Poverty ; Preschool Teachers ; Professional Development ; Resistance (Psychology) ; Rural Schools ; Sociology ; Sociology of Education ; Teacher Attitudes ; Teacher education</subject><ispartof>Early childhood education journal, 2021, Vol.49 (1), p.37-47</ispartof><rights>Springer Nature B.V. 2020</rights><rights>Springer Nature B.V. 2020.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c341t-362b1ee595a8bdd6f927e81cb4a1fcda74689abdb5df575b6f8a6cba632ce9563</citedby><cites>FETCH-LOGICAL-c341t-362b1ee595a8bdd6f927e81cb4a1fcda74689abdb5df575b6f8a6cba632ce9563</cites><orcidid>0000-0001-8038-1752 ; 0000-0002-0883-8890 ; 0000-0003-3343-481X</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/2476740600/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2476740600?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,776,780,21359,21375,27903,27904,33590,33856,43712,43859,73967,74143</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1280219$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Cutrer-Párraga, Elizabeth A.</creatorcontrib><creatorcontrib>Heath, Melissa A.</creatorcontrib><creatorcontrib>Caldarella, Paul</creatorcontrib><title>Navigating Early Childhood Teachers Initial Resistance to Literacy Coaching in Diverse Rural Schools</title><title>Early childhood education journal</title><addtitle>Early Childhood Educ J</addtitle><description>Literacy coaching, an effective professional development strategy for early childhood teachers, is a respected component in educational reform initiatives. This qualitative case study explored and described interactive processes between literacy coaches (
n
= 5) and Kindergarten teachers (
n
= 6). This study focused on how established kindergarten teachers in four, diverse, rural impoverished schools in the southeastern United States exhibited initial resistance to literacy coaching. The data suggested that although relationship-focused strategies were important for all teachers, these strategies were essential for low-implementing, initially resistant teachers. Additionally, teachers who were low-implementing, initially resistant required intensive strategies to address cross-cultural challenges and to leverage principal’s support in positive ways. 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This qualitative case study explored and described interactive processes between literacy coaches (
n
= 5) and Kindergarten teachers (
n
= 6). This study focused on how established kindergarten teachers in four, diverse, rural impoverished schools in the southeastern United States exhibited initial resistance to literacy coaching. The data suggested that although relationship-focused strategies were important for all teachers, these strategies were essential for low-implementing, initially resistant teachers. Additionally, teachers who were low-implementing, initially resistant required intensive strategies to address cross-cultural challenges and to leverage principal’s support in positive ways. Although building relationships required trust, improving teaching skills required navigating resistance and bridging differences between the coach and teacher.</abstract><cop>Dordrecht</cop><pub>Springer Netherlands</pub><doi>10.1007/s10643-020-01037-5</doi><tpages>11</tpages><orcidid>https://orcid.org/0000-0001-8038-1752</orcidid><orcidid>https://orcid.org/0000-0002-0883-8890</orcidid><orcidid>https://orcid.org/0000-0003-3343-481X</orcidid></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1082-3301 |
| ispartof | Early childhood education journal, 2021, Vol.49 (1), p.37-47 |
| issn | 1082-3301 1573-1707 |
| language | eng |
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| source | Social Science Premium Collection; Springer Nature; ERIC; Education Collection |
| subjects | Coaching Coaching (Performance) Disadvantaged Schools Diversity Diversity (Institutional) Education Emergent Literacy Interprofessional Relationship Kindergarten teachers Learning and Instruction Literacy Poverty Preschool Teachers Professional Development Resistance (Psychology) Rural Schools Sociology Sociology of Education Teacher Attitudes Teacher education |
| title | Navigating Early Childhood Teachers Initial Resistance to Literacy Coaching in Diverse Rural Schools |
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