The gradual Increase of responsibility model: Coaching for teacher change

Abstract

This study examines the gradual increase of responsibility (GIR) model for teacher coaching (Collet, 2008), an adaptation of Pearson and Gallagher’s (1983) Gradual Release of Responsibility model. In GIR, instructional coaches model, make recommendations, ask probing questions, affirm teachers’ appropriate decisions, and praise in order to provide decreasing scaffolding, which moves teachers toward interdependence and collaboration.

Reference

Collet, V. S. (2012). The gradual increase of responsibility model: Coaching for teacher change. Literacy research and instruction, 51(1), 27-47.

Journal

Literacy Research and Instruction

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

Case study
mixed methods

Geographic Setting

Institutional Context

University based

Certification Level

K-12 literacy specialists

Programatic Focus

Literacy Education

Research Location Context

University Reading Clinic

Preservice Participants

certification program
Graduate Students

Preservice Sample Size

Other Participant Data

doctoral students
University Professor

Duration of Data Collection

3 semesters

Data Sources

artifacts
checklists
fieldnotes
Interviews
Observations

Data Analysis Tools

Recursive analysis

Researcher Positionality

Inside (studying their own practices)

Research Questions

The purpose of this mixed-method study is to better understand the coaching process,illuminating the role that instructional support and feedback play in teachers’ decision making.
Is this research question explicit from the manuscript? Yes