Commentary on the Special Issue on Instructional Coaching Models: Common Elements of Effective Coaching Models

被引：19

作者：

Connor, Carol McDonald ^{[1
]}

机构：

[1] Univ Calif Irvine, Irvine, CA USA

来源：

THEORY INTO PRACTICE | 2017年 / 56卷 / 01期

关键词：

READING-COMPREHENSION; TEACHER; OUTCOMES; VOCABULARY; LITERACY; QUALITY;

D O I：

10.1080/00405841.2016.1274575

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

[No abstract available]

引用

页码：78 / 83

页数：6

共 13 条

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[2] Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School [J].

Connor, Carol McDonald ;

Day, Stephanie L. ;

Phillips, Beth ;

Sparapani, Nicole ;

Ingebrand, Sarah W. ;

McLean, Leigh ;

Barrus, Angela ;

Kaschak, Michael P. .

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[3] A Lattice Model of the Development of Reading Comprehension [J].

Connor, Carol McDonald .

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[4] Capturing the Complexity: Content, Type, and Amount of Instruction and Quality of the Classroom Learning Environment Synergistically Predict Third Graders' Vocabulary and Reading Comprehension Outcomes [J].

Connor, Carol McDonald ;

Spencer, Mercedes ;

Day, Stephanie L. ;

Giuliani, Sarah ;

Ingebrand, Sarah W. ;

McLean, Leigh ;

Morrison, Frederick J. .

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Morrison, Frederick J. ;

Fishman, Barry ;

Crowe, Elizabeth C. ;

Al Otaiba, Stephanie ;

Schatschneider, Christopher .

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[6] Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes [J].

Connor, CM ;

Son, SH ;

Hindman, AH ;

Morrison, FJ .

JOURNAL OF SCHOOL PSYCHOLOGY, 2005, 43 (04) :343-375

[7]

DuFour R., 1998, PROFESSIONAL LEARNIN

[8] Teacher Study Group: Impact of the Professional Development Model on Reading Instruction and Student Outcomes in First Grade Classrooms [J].

Gersten, Russell ;

Dimino, Joseph ;

Jayanthi, Madhavi ;

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Santoro, Lana Edwards .

AMERICAN EDUCATIONAL RESEARCH JOURNAL, 2010, 47 (03) :694-739

[9] Learning to read words: Linguistic units and instructional strategies [J].

Juel, C ;

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READING RESEARCH QUARTERLY, 2000, 35 (04) :458-492

[10]

*NICHD EARL CHILD, 2004, HARVARD ED REV, V0074

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