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High School English Teachers' Percep...

Allen, Doretha Joyce.

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High School English Teachers' Perceptions of the Effectiveness of Instructional Coaching Using the Literacy Coaching Standards as a Framework: A Causal Comparative Design.

Record Type:	Electronic resources : Monograph/item
Title/Author:	High School English Teachers' Perceptions of the Effectiveness of Instructional Coaching Using the Literacy Coaching Standards as a Framework: A Causal Comparative Design./
Author:	Allen, Doretha Joyce.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	144 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13882205
ISBN:	9781392188606

High School English Teachers' Perceptions of the Effectiveness of Instructional Coaching Using the Literacy Coaching Standards as a Framework: A Causal Comparative Design.
Allen, Doretha Joyce.

High School English Teachers' Perceptions of the Effectiveness of Instructional Coaching Using the Literacy Coaching Standards as a Framework: A Causal Comparative Design. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 144 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ed.D.)--Texas A&M University - Commerce, 2019.

This item must not be sold to any third party vendors.

The purpose of this research was to determine the perceptions of high school English teachers on how they perceive their reading coach's effectiveness. The researcher specifically sought to determine if differences existed among teachers' perceptions in accordance with their years of teaching experience (novice vs. experienced) in their teaching assignment and based on whether an End of Course exam is required for the courses they teach. Teachers were novice if they taught their assigned English courses for 3 or fewer years and experienced if they taught their assigned English courses for more than 3 years. The courses of English I and II required an End of Course exam, but the courses of English III and IV did not. The value teachers held regarding the effectiveness of their reading coach was measured by survey items adapted by the researcher based on the Standards for Middle School and High School Literacy Coaches (IRA, 2006).The researcher used a causal-comparative survey design to study the perceptions of high school English teachers who have an instructional coach. The items measured how the English teachers perceived their reading coach's effectiveness adapted from the stated International Reading Association (2006) standards. The items formed the Scale of Reading Coaching Effectiveness. The results were calculated as the average of the scores of the instrument's 27 Likert-type items and formed the study's dependent variable. Additionally, the demographic variables of age, gender, ethnicity, and level of education were used to describe the sample. The data produced no significant statistical differences between the Texas high school English teachers regarding how they perceived their reading coach's effectiveness based on their teaching experience or class taught. Based on their Scale of Reading Coaching Effectiveness scores, teachers in this study agreed that their literacy coach's provided job-embedded professional development through on demand sharing and modeling of instructional strategies during instructional coaching.

ISBN: 9781392188606Subjects--Topical Terms:

516579
Education.

High School English Teachers' Perceptions of the Effectiveness of Instructional Coaching Using the Literacy Coaching Standards as a Framework: A Causal Comparative Design.
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500 $a Publisher info.: Dissertation/Thesis.
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506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this research was to determine the perceptions of high school English teachers on how they perceive their reading coach's effectiveness. The researcher specifically sought to determine if differences existed among teachers' perceptions in accordance with their years of teaching experience (novice vs. experienced) in their teaching assignment and based on whether an End of Course exam is required for the courses they teach. Teachers were novice if they taught their assigned English courses for 3 or fewer years and experienced if they taught their assigned English courses for more than 3 years. The courses of English I and II required an End of Course exam, but the courses of English III and IV did not. The value teachers held regarding the effectiveness of their reading coach was measured by survey items adapted by the researcher based on the Standards for Middle School and High School Literacy Coaches (IRA, 2006).The researcher used a causal-comparative survey design to study the perceptions of high school English teachers who have an instructional coach. The items measured how the English teachers perceived their reading coach's effectiveness adapted from the stated International Reading Association (2006) standards. The items formed the Scale of Reading Coaching Effectiveness. The results were calculated as the average of the scores of the instrument's 27 Likert-type items and formed the study's dependent variable. Additionally, the demographic variables of age, gender, ethnicity, and level of education were used to describe the sample. The data produced no significant statistical differences between the Texas high school English teachers regarding how they perceived their reading coach's effectiveness based on their teaching experience or class taught. Based on their Scale of Reading Coaching Effectiveness scores, teachers in this study agreed that their literacy coach's provided job-embedded professional development through on demand sharing and modeling of instructional strategies during instructional coaching.
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