Literacy Coach Role Implementation: How District Context Influences Reform Efforts
Literacy Coach Role Implementation: How District Context Influences Reform Efforts
复制标题
扫盲教练角色的实施：地区背景如何影响改革努力
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Melinda M. Mangin
中科院分区：
文献类型：
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作者：
Melinda M. Mangin
目的：本研究探讨了一个区域性的中学区的努力，以促进识字教练的作用，在其20个组成区的实施结果。本研究的结果提供了有关影响识字教练角色实施的地区层面背景以及这些背景如何影响的信息。研究方法：数据收集自20个地区，参加了由地区中学区提供的扫盲教练培训计划。2007年春季，对助理警长或其指定人员进行了访谈。调查结果：地区识字教练角色的实施受到四个背景因素的影响：州和国家改革，财政，学生成绩数据，以及现有的角色和计划。这些因素的变化与地区执行扫盲教练角色的差异有关。影响：这项研究的影响，地区如何理解他们的作用，学校和改革的实施。
Purpose: This study examines the outcomes of one regional intermediate school district’s effort to promote literacy coach role implementation in its 20 constituent districts. The findings from this study provide information about the kinds of district-level contexts that influenced literacy coach role implementation and how those contexts were influential. Research Methods: Data were collected from 20 districts that participated in a literacy coach training program provided by the regional intermediate school district. Interviews were conducted in spring 2007 with assistant superintendents or their designees. Findings: Districts’ implementation of literacy coach roles was influenced by four contextual factors: state and national reform, finances, student performance data, and existing roles and programs. Variations in these factors were associated with differences in districts’ implementation of literacy coach roles. Implications: This study has implications for how districts understand their role in relation to schools and the implementation of reforms.