Connected Coaching: How Three Middle School Teachers Responded to the Challenge to Integrate Social Studies and Literacy

This study examined three teachers' responses to professional development initiatives designed to support them in integrating literacy strategies with their social studies curriculum. Data from participant observation, interviews, archival records, and email exchanges provided insights regarding participants' efforts to weave together literacy instruction with content goals. During the three semesters of this investigation, each teacher improved her practice in a distinctive way. Brenda, a veteran eighth grade language arts and social studies teacher, welcomed outside resources to help her strengthen a sense of community. Nancy, a sixth grade language arts and social studies teacher in her fourth year, tapped resources which challenged and supported her students' content learning through integrated projects. Janice, a first-year seventh grade language arts and social studies teacher, developed innovative, student-centered teaching practices to instruct students explicitly in literacy strategies. Results suggest ways to support different teachers as they integrate literacy with social studies and to nurture professional growth through instructional coaching and collaboration. (Contains 1 table.)