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Maximizing the Effectiveness of the ...

Legg, Julie Ann.

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Maximizing the Effectiveness of the Elementary Literacy Coaching Program: A Correlational Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Maximizing the Effectiveness of the Elementary Literacy Coaching Program: A Correlational Study./
作者:	Legg, Julie Ann.
面頁冊數:	138 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
Contained By:	Dissertation Abstracts International76-04A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3646229
ISBN:	9781321361803

Maximizing the Effectiveness of the Elementary Literacy Coaching Program: A Correlational Study.
Legg, Julie Ann.

Maximizing the Effectiveness of the Elementary Literacy Coaching Program: A Correlational Study. - 138 p.

Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2014.

The problem addressed in this study is the lack of student achievement in reading. Educational researchers have suggested that increased interest in instructional coaching is linked to changes in state and national regulations designed to promote student achievement. Instructional coaching is appealing to educators because learning occurs during the workday, in the workplace, and is closely connected to the actual work that happens in the classrooms with their own students. As a school reform effort, the expectation is that the instructional coaches will influence positive change in teacher behavior, resulting in a direct influence on reading achievement. Additional clarity about which aspects of the coaching program have the greatest impact on student achievement will provide information for development and refinement of new and existing coaching programs. A correlational research design was selected as a suitable approach to examine the work of the literacy coach as it allows for the investigation of a range of factors, including the nature of the relationship between two variables. The research method, design, and statistical tests support the research objectives of determining the extent of the relationship between students' reading achievement and support provided to teachers by literacy coaches. The population for this study included 159 elementary teachers and 20 literacy coaches who participated in Hamilton County Department of Education's (HCDE) instructional coaching program during the 2012 academic year. Archival data comprised of coaching logs and student achievement scores were analyzed utilizing Pearson-product moment correlation coefficient analysis followed by linear regression. The Pearson correlation found a significant (p < .01), positive correlation between student reading achievement and coaching activity type (classroom coaching). In addition, a significant (p < .01) positive correlation was found between student reading achievement and the duration of coaching engagement. Recommendations for practice include increased attention to the types of activities instructional coaches engage in as well as the quantity of time they spend working with teachers. Suggestions for future research include: (1) a continuation of this study expanded to different geographic regions, grade levels, and content areas, and (2) studying the influences that school administrators may have on instructional coaching.

ISBN: 9781321361803Subjects--Topical Terms:

2122756
Reading instruction.

Maximizing the Effectiveness of the Elementary Literacy Coaching Program: A Correlational Study.
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