Keywords
coaching feedback, professional development, instructional coaching, teacher resistance, qualitative methods
Abstract
For literacy coaches and teachers, feedback is an integral component of effective coaching. Yet, little is understood
about the interaction between feedback and high/low implementing teachers within coaching sessions. This multiple
case study explored the types of feedback literacy coaches provided both high and low implementing teachers over a
two-year period. In the first year, the literacy coaches provided at least twice as much instructional feedback as
emotional feedback to low-implementing teachers. Those teachers not only received more feedback in general, but the
feedback they received was primarily what they needed to do to improve. In contrast, during the same period literacy
coaches provided high-implementing teachers more emotional feedback than instructional feedback. Low
implementation, or resistance, observed in this study may have been tied to the overwhelming amount and type of
feedback the low implementing teachers received. Coaches seeking to enhance instructional practices could benefit
from attending to the amount and type of feedback they provide their learners.
BYU ScholarsArchive Citation
Cutrer, Elizabeth; Miller, Erica Ellsworth; Gjini, Erjola; and Garrett, Melia Fonoimoana, "Coaching elementary teachers in literacy: Does feedback type matter to low and high implementers?" (2023). Faculty Publications. 7839.
https://scholarsarchive.byu.edu/facpub/7839
Document Type
Peer-Reviewed Article
Publication Date
2023-05-11
Language
English
College
David O. McKay School of Education
Department
Counseling Psychology and Special Education
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