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Direct linkRobertson, Dana A.; Ford-Connors, Evelyn; Frahm, Tia; Bock, Kristen; Paratore, Jeanne R. – Professional Development in Education, 2020
This multiple-case study utilised inductive and deductive analyses of interactions of five coach-teacher dyads at two university-based literacy clinics to investigate procedural knowledge -- what coaches say and do -- to guide teachers toward greater instructional expertise. Using theories of situated cognition and positioning and framed within…
Descriptors: Coaching (Performance), Interaction, Faculty Development, Tutoring
