Understanding teacher resistance to instructional coaching

References

• Achinstein, B. and Ogawa, R.T., 2006. In(fidelity): What the resistance of new teachers reveals about professional principles and prescriptive educational policies. Harvard Educational Review, 76 (1), 30–63.10.17763/haer.76.1.e14543458r811864
   Web of Science ®Google Scholar
• Anderson, R., Feldman, S. and Minstrell, J., 2014. Understanding relationship: maximizing the effects of science coaching. Education Policy Analysis Archives, 22 (54), n54.
   Google Scholar
• Atteberry, A. and Bryk, A.S., 2011. Analyzing teacher participation in literacy coaching activities. The Elementary School Journal, 112 (2), 356–382.10.1086/661994
   Web of Science ®Google Scholar
• Bean, R.M., et al., 2010. Coaching and coaching in reading first schools: a reality check. The Elementary School Journal, 111 (1), 87–114.10.1086/653471
   Web of Science ®Google Scholar
• Biancarosa, G., Bryk, A.S. and Dexter, E.R., 2010. Assessing the value-added effects of collaborative professional development on student learning. The Elementary School Journal, 111 (1), 7–34.10.1086/653468
   Web of Science ®Google Scholar
• Boardman, A.G., Klingner, J.K., April, 2010. Enhancing professional development: what type of coaching and feedback are most effective? Presented at Council for Exceptional Children Annual Convention, Nashville, TN.
   Google Scholar
• Boardman, A.G., et al., 2015. The efficacy of collaborative strategic reading in middle school science and social studies classes. Reading & Writing: An Interdisciplinary Journal, 28 (9), 1257–1283.10.1007/s11145-015-9570-3
   Web of Science ®Google Scholar
• Borko, H. and Klingner, J. (2013). Supporting teachers in schools to improve their practice. In: B.J. Fishman, W.R. Penuel, A. Allen and B.H. Cheng, eds. Design-based implementation research: theories, methods, and exemplars. National Society for the Study of Education Yearbook (Vol. 2). New York, NY: Teachers College, 274–297.
   Google Scholar
• Boyatzis, R.E., 1998. Transforming qualitative information: thematic analysis and code development. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Cantrell, S.C. and Hughes, H.K., 2008. Teacher efficacy and content literacy implementation: an exploration of the effects of extended professional development with coaching. Journal of Literacy Research, 40, 95–127.10.1080/10862960802070442
   Web of Science ®Google Scholar
• Coburn, C.E. and Woulfin, S.L. 2012. Reading coaches and the relationship between policy and practice. Reading Research Quarterly, 47 (1), 5–30.10.1002/RRQ.008
   Web of Science ®Google Scholar
• Deussen, T., et al., 2007. “Coach” can mean many things: five categories of literacy coaches in Reading First ( Issues & Answers Report, REL 2007–No. 005). Washington, DC: US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northwest.
   Google Scholar
• Elish-Piper, L. and L’Allier, S.K., 2011. Examining the relationship between literacy coaching and student reading gains in grades K–3. The Elementary School Journal, 112 (1), 83–106.10.1086/660685
   Web of Science ®Google Scholar
• Ellison, J. and Hayes, C., 2003. Cognitive coaching: weaving threads of learning and change into the culture of an organization. Norwood, MA: Christopher-Gordon Publishers Inc.
   Google Scholar
• Foorman, B.R., et al., 2006. The impact of instructional practices in grades 1 and 2 on reading and spelling achievement in high poverty schools. Contemporary Educational Psychology, 31, 1–29.10.1016/j.cedpsych.2004.11.003
   Web of Science ®Google Scholar
• Gibson, S.A., 2005. Developing knowledge of coaching. Issues in Teacher Education, 14 (2), 63–74.
   Google Scholar
• Guskey, T., 2002. Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8 (3), 381–391.10.1080/135406002100000512
   Google Scholar
• Hargreaves, A. and Dawe, R., 1990. Paths of professional development: contrived collegiality, collaborative culture, and the case of peer coaching. Teaching and Teacher Education, 6 (3), 227–241.10.1016/0742-051X(90)90015-W
   Web of Science ®Google Scholar
• Heineke, S.F., 2013. Coaching discourse: supporting teachers’ professional learning. The Elementary School Journal, 113 (3), 409–433.10.1086/668767
   Web of Science ®Google Scholar
• Hilden, K.R. and Pressley, M., 2007. Self-regulation through transactional strategies instruction. Reading and Writing Quarterly, 23 (1), 51–75.10.1080/10573560600837651
   Google Scholar
• Hunt, C.S. and Handsfield, L.J. (2013). The emotional landscapes of literacy coaching: issues of identity, power, and positioning. Journal of Literacy Research, 45 (1), 47–86.
   Web of Science ®Google Scholar
• Ippolito, J., 2010. Three ways that literacy coaches balance responsive and directive relationships with teachers. The Elementary School Journal, 111 (1), 164–190.10.1086/653474
   Web of Science ®Google Scholar
• Jay, A.B., 2009. Tackling resistance. National staff development council, 30 (5), 56–58.
   Google Scholar
• Jeanpierre, B., Oberhauser, K. and Freeman, C., 2005. Characteristics of professional development that effect change in secondary science teachers’ classroom practices. Journal of Research in Science Teaching, 42 (6), 668–690.10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Joyce, B. and Showers, B., 1982. The coaching of teaching. Educational Leadership, 40 (1), 4–10.
   Web of Science ®Google Scholar
• Klingner, J.K. and Vaughn, S., 1999. Promoting reading comprehension, content learning, and English acquisition through collaborative strategic reading (CSR). The Reading Teacher, 52, 738–747.
   Web of Science ®Google Scholar
• Klingner, J.K., Vaughn, S. and Schumm, J.S., 1998. Collaborative strategic reading during social studies in heterogeneous fourth-grade classrooms. Elementary School Journal, 99, 3–22.10.1086/461914
   Web of Science ®Google Scholar
• Klingner, J.K., et al., 2004. Collaborative strategic reading “real-world” lessons from classroom teachers. Remedial and Special Education, 25 (5), 291–302.10.1177/07419325040250050301
   Web of Science ®Google Scholar
• Klingner, J.K., et al., 2012. Now we get it! Boosting comprehension with collaborative strategic reading. San Francisco, CA: Jossey Bass.
   Google Scholar
• Knight, J., 2007. Instructional coaching: a partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Knight, J., 2009. What can we do about teacher resistance? Phi Delta Kappan, 90 (7), 508–513.10.1177/003172170909000711
   Web of Science ®Google Scholar
• Kohler, F.W., et al., 1997. Effects of peer coaching on teacher and student outcomes. The Journal of Educational Research, 90 (4), 240–250.10.1080/00220671.1997.10544578
   Web of Science ®Google Scholar
• Kretlow, A.G. and Bartholomew, C.C., 2010. Using coaching to improve the fidelity of evidence-based practices: a review of studies. Teacher Education and Special Education, 33 (4), 279–299.10.1177/0888406410371643
   Google Scholar
• Lowenhaupt, R., McKinney, S. and Reeves, T., 2014. Coaching in context: the role of relationships in the work of three literacy coaches. Professional Development in Education, 40 (5), 740–757.10.1080/19415257.2013.847475
   Google Scholar
• Mangin, M.M., 2009. Literacy coach role implementation: how district context influences reform efforts. Educational Administration Quarterly, 45 (5), 759–792.10.1177/0013161X09347731
   Web of Science ®Google Scholar
• Matsumura, L.C., Garnier, H.E. and Resnick, L.B., 2010. Implementing literacy coaching: the role of school social resources. Educational Evaluation and Policy Analysis, 32 (2), 249–272.10.3102/0162373710363743
   Web of Science ®Google Scholar
• Matsumura, L.C., Garnier, H.E. and Spybrook, J., 2013. Literacy coaching to improve student reading achievement: a multi-level mediation model. Learning and Instruction, 25, 35–48.10.1016/j.learninstruc.2012.11.001
   Web of Science ®Google Scholar
• Musanti, S.I. and Pence, L., 2010. Collaboration and teacher development: unpacking resistance, constructing knowledge, and navigating identities. Teacher Education Quarterly, 37 (1), 73–89.
   Google Scholar
• National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010. Common core state standards. National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington, DC.
   Google Scholar
• Neuman, S.B. and Cunningham, L., 2009. The impact of professional development and coaching on early language and literacy instructional practices. American Educational Research Journal, 46 (2), 532–566.10.3102/0002831208328088
   Web of Science ®Google Scholar
• Poglinco, S.M. and Bach, A.J., 2004. The heart of the matter: coaching as a vehicle for professional development. Phi Delta Kappan, 85 (5), 398–400.10.1177/003172170408500514
   Web of Science ®Google Scholar
• Pressley, M. and El-Dinary, P.B., 1997. What we know about translating comprehension-strategies instruction research into practice. Journal of Learning Disabilities, 30 (5), 486–488.10.1177/002221949703000504
   PubMed Web of Science ®Google Scholar
• Rainville, K.N. and Jones, S., 2008. Situated identities: power and positioning in the work of a literacy coach. The Reading Teacher, 61 (6), 440–448.10.1598/RT.61.6.1
   Web of Science ®Google Scholar
• Richardson, V., 2003. The dilemmas of professional development. Phi Delta Kappan, 84 (5), 401–406.10.1177/003172170308400515
   Web of Science ®Google Scholar
• Riveros, A., Newton, P. and Burgess, D., 2012. A situated account of teacher agency and learning: Critical reflections of professional learning communities. Canadian Journal of Education, 35 (1), 202–216.
   Google Scholar
• Sannino, A., 2010. Teachers’ talk of experiencing: conflict, resistance and agency. Teaching and Teacher Education, 26 (4), 838–844.10.1016/j.tate.2009.10.021
   Web of Science ®Google Scholar
• Scanlon, D., et al., 2005. Interactive staff development supports collaboration when learning to teach. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 28 (1), 40–51.10.1177/088840640502800105
   Google Scholar
• US Department of Education, 2002. Guidance for the reading first program. Available from: http://www.ed.gov/programs/readingfirst/guidance.pdf
   Google Scholar
• Van Keer, H. and Verhaeghe, J.P., 2005. Comparing two professional development programs for innovating reading comprehension instruction with regard to teachers’ experiences and student outcomes. Teaching and Teacher Education, 21 (5), 543–562.10.1016/j.tate.2005.03.002
   Web of Science ®Google Scholar
• Vaughn, S., et al., 2011. Efficacy of collaborative strategic reading with middle school students. American Education Research Journal, 48, 938–964.10.3102/0002831211410305
   Web of Science ®Google Scholar
• York-Barr, J. and Duke, K., 2004. What do we know about teacher leadership? findings from two decades of scholarship. Review of Educational Research, 74 (3), 255–316.10.3102/00346543074003255
   Web of Science ®Google Scholar
• Zimmerman, J., 2006. Why some teachers resist change and what principals can do about it. NASSP Bulletin, 90 (3), 238–249.10.1177/0192636506291521
   Google Scholar