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The role of literacy coaching in sup...

Anthony, Linda.

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The role of literacy coaching in supporting teacher knowledge and instructional practices in third grade classrooms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The role of literacy coaching in supporting teacher knowledge and instructional practices in third grade classrooms./
Author:	Anthony, Linda.
Description:	116 p.
Notes:	Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1963.
Contained By:	Dissertation Abstracts International70-06A.
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3362638
ISBN:	9781109222944

The role of literacy coaching in supporting teacher knowledge and instructional practices in third grade classrooms.
Anthony, Linda.

The role of literacy coaching in supporting teacher knowledge and instructional practices in third grade classrooms. - 116 p.

Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1963.

Thesis (Ed.D.)--Dowling College, 2009.

The purpose of the study was to investigate the professional development model of literacy coaching in supporting teachers' literacy knowledge and instructional practices in third-grade classrooms.

ISBN: 9781109222944Subjects--Topical Terms:

532624
Language arts.

The role of literacy coaching in supporting teacher knowledge and instructional practices in third grade classrooms.
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100 1 $a Anthony, Linda. $3 3186774
245 1 4 $a The role of literacy coaching in supporting teacher knowledge and instructional practices in third grade classrooms.
300 $a 116 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1963.
500 $a Adviser: Thomas Kelly.
502 $a Thesis (Ed.D.)--Dowling College, 2009.
520 $a The purpose of the study was to investigate the professional development model of literacy coaching in supporting teachers' literacy knowledge and instructional practices in third-grade classrooms.
520 $a This study took place at an intermediate school on Long Island, New York. An ethnographic approach to classroom observations and individual teacher interviews with five third-grade teachers was used to gather data. A coding system was developed to organize the data and identify emergent themes, patterns, and discrepancies.
520 $a The data analysis relied on interpretation and reflection based on observations, interviews and field notes. The study provided information on third-grade teachers' perceptions of literacy coaching and its impact on teacher's literacy knowledge and instructional practices. Furthermore the study provided insight into literacy coaching's positive influence on student achievement.
520 $a An interview protocol and observation protocol were developed from the research literature on literacy coaching and professional development. Individual teacher interviews and observations yielded responses that identified three main findings in the study: (1) All teachers identified literacy coaching as a support for their literacy knowledge and instructional practices, (2) Teachers held positive alternate views of literacy coaching, literacy knowledge, and instructional practices, and (3) All teachers identified literacy coaching as having a positive influence on student achievement.
520 $a Literacy is an essential skill for all students. Literacy coaching is a professional development model that school districts should consider as they aim to build teacher capacity for teaching literacy and develop a school vision for literacy and student achievement.
590 $a School code: 1395.
650 4 $a Language arts. $3 532624
650 4 $a Reading instruction. $3 2122756
650 4 $a Curriculum development. $3 684418
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690 $a 0535
690 $a 0727
710 2 $a Dowling College. $3 1020858
773 0 $t Dissertation Abstracts International $g 70-06A.
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791 $a Ed.D.
792 $a 2009
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3362638