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2018
Volume 14, Issue 4
  • ISSN: 1074-4762
  • E-ISSN: 1943-3069

Abstract

If student learning is to increase, coaching requires the development of a reciprocal relationship of trust between a teacher and a coach. To help relieve the potential for apprehension, Shanklin describes what happens in quality coaching sessions and specific steps teachers can take to work well with a literacy coach.

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/content/journals/10.58680/vm20076149
2007-05-01
2025-04-22
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  • Article Type: Research Article
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