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?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
- K-12 literacy specialists
Programatic Focus
Research Location Context
- University Reading Clinic
Preservice Participants
- certification program
- Graduate Students
Preservice Sample Size
46
Other Participant Data
- doctoral students
- University Professor
Duration of Data Collection
Data Sources
- artifacts
- checklists
- fieldnotes
- Interviews
- Observations
Data Analysis Tools
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