Dr. Nancy Boyles integrates literacy instruction and coaching in a step-by-step guide for all literacy coaches. Using the explicit instruction model and complete with ready-to-use strategies, charts, checklists, protocols, and teaching scenarios, this book prepares coaches to learn: 1) The content of literacy coaching: Setting the stage for literacy learning, building literacy knowledge, and reinforcing literacy knowledge; Creating a literacy-rich classroom environment ; Developing effective lessons and modeling to engage students; AND 2) The how-to of literacy coaching: Adapting techniques to fit teachers personalities; Intervening with strategies to address common problems ; Applying coaching principles; Analyzing literacy instruction through teaching scenarios. Dr. Boyles' systematic approach, study guide questions, and coaching scaffolds make Hands-on Literacy Coaching a powerful professional development tool for coaches, administrators, and teachers of all grade levels.
【作者简介】
Nancy Boyles is currently an associate professor in the Graduate Reading Program at Southern Connecticut State University where she teaches courses in developmental reading, writing instruction, and the administration and supervision of school literacy programs. Previously, she spent 25 years as a classroom teacher at various elementary grade levels. She was named Teacher of the Year in her district and was a semi-finalist for Connecticut Teacher of the Year. Nancy provides professional development to many school districts, presenting workshops, modeling best practices, and coaching teachers. Her areas of special interest include guiding the reading process at the intermediate grade level, comprehension strategy instruction, teaching written response to text, teaching expository writing, and building the skills of literacy leaders. She also serves as a Senior Literacy Fellow with Cornerstone, a school reform initiative that supports the literacy needs of low-performing districts. Nancy served as a contributing editor for Learning Magazine, and has published more than 30 articles related to teaching. She received her doctorate in reading and language from Boston University.
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