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Relevant bibliographies by topics / Literacy coach / Dissertations / Theses

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Dissertations / Theses on the topic 'Literacy coach'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Dugan, Celeste C. "The Effectiveness of Literacy Coaches as Perceived by School Administrators, Classroom Teachers, and Literacy Coaches." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1134.

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School districts are hiring literacy coaches to provide professional development and followup support for teachers as a means to improve teacher effectiveness and student achievement in reading. A paucity of research exists reflecting a clear analysis of the factors which can be used to determine the effectiveness of a coach. According to a survey conducted by Roller (2006), few districts follow standards developed by the International Reading Association (2003) related to qualifications and experience. This lack of consistency in the training required could influence the effectiveness o

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2

Hobor, Gloria Argenti. "Literacy Coaching: A Case Study of the Interactions Between a Literacy Coach and Preschool Teachers." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1405019294.

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3

Doyle, Carletha Y. Smith Brooks Sharon. "The literary coach as instructional leader how three literacy coaches in rural Georgia improve teacher practices /." Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/carletha_y_smith/doyle_carletha_y_200908_EDD.pdf.

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"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Educational Administration." Title from PDF of title page (Georgia Southern University, viewed on May 1, 2010). Sharon Brooks, major professor; Charles Reavis, James Green, committee members. Electronic version approved: December 2009. Includes bibliographical references (p. 131-144).

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4

Morman, Karen. "Teacher Expectations of a Literacy Coaching Model." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2415.

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Public school instructional coaching programs are designed to improve pedagogy via collaboration between teachers and coaches. However, the utility of literacy coaching is limited because teachers may lack understanding of the instructional coaching model. The purpose of this case study was to explore teachers' expectations of literacy coaching in order to enhance professional development and teacher-coach partnerships. Guided by Knowles adult learning theory which states that adults benefit from designing and understanding relevancy of learning, this study examined elementary teachers' percep

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5

Smith, Antony T. "The middle school literacy coach : roles, contexts, and connections to teaching /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7557.

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6

Hull, Barbara Jane Anderson. "Teachers' and Principals' Perspectives of Literacy Coaching in an Elementary School." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1254.

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The purpose of this qualitative study was to discover the literacy coach's tasks and qualities teachers valued the most and which qualities they valued the least. Knowing those precepts might help one to become a more efficient and valuable resource for both classroom teachers and principals. School visits, focus group interviews, individual interviews, interviews with each principal, and documents from the 3 southwest Virginia schools in 2 districts provided the data for analysis. Teachers' and principals' perspectives of literacy coaching explained both the desirable and undesirable practice

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7

Hung, Carrie M. H. "Literacy Coaching: A Case Study of How a Literacy Coach Provides Support for a Kindergarten Teacher and a Second Grade Teacher." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331319643.

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8

Tessmann, Crystal Jacqueline. "Elementary Literacy Coaching in a Florida School District." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3263.

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Literacy coaching is a widely implemented method for increasing teacher effectiveness and student learning. However, literacy coaches, teachers, and administrators from various countries have expressed confusion and concerns regarding this method. In the current research setting, literacy coaching was implemented to improve reading test scores with inconsistent results. Cultural historical activity theory was used as the theoretical framework for this sequential explanatory mixed-methods research that explored literacy coaching relationships in the research site from the teachers' perspectives

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9

Beard, Gaysha V. "The adult learner, professional development, and the literacy coach an effective professional development model proposal /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 96 p, 2008. http://proquest.umi.com/pqdweb?did=1472129381&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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10

Succar, Christiana C. "A New Literacy Coach and Two English Language Arts Teachers Learn Together: A Narrative Inquiry." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7960.

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Literacy coaching is not new to education. Since the 2001 shift in the United States (U.S.) educational policy towards high-quality teacher training, accountability, and student achievement, literacy or reading coach positions have been a core part of the educational institution (U. S. Department of Education, 2003). However, with undefined coaching roles and inadequate coach training early in the initiative, minimal impact on effective teacher development and instructional shifts towards closing the achievement gap occurred (Dole, 2003; International Reading Association, 2004). In the past te

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11

Lee, Brittany Marie. "The Impact of Literacy Coaching within the Literacy Collaborative Framework on Teachers' Overall Sense of Efficacy in Literacy Instruction." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1594305463440004.

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12

Crawford, Pamela Sharp. "A Study of Secondary District-Level Literacy Coaches’ Beliefs about How to Teach Reading." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1175.

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This was a qualitative case study that compared data across six district-level literacy coaches’ epistemological and ontological beliefs about how to teach reading. All six coaches were working as a cohort of literacy coaches on the development and implementation of a secondary reading intervention program for seventh-grade struggling readers. Data were collected over a 6-week period where the coaches responded to questions and vignettes through a think-aloud protocol. The data collection instruments addressed personal, work, and educational experiences that influenced the development of their

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13

Zugelder, Gina M. "Elementary Reading Coaches in Florida: A Study of their Background, Experiences, Coaching Activities, Time, and Other Factors Related to Reading Achievement." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5592.

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The focus of this research was to investigate and clarify the daily work lives of elementary reading coaches in central Florida by studying their background, academic and professional experiences. The beliefs and perceptions of the reading coaches on factors that influence reading achievement were examined. The responses from 96 participating elementary reading coaches were used to investigate (a) the relationship between demographic information, professional experiences, and academic background of the reading coach, (b) the percentage of time reading coaches engaged in specific coaching act

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14

Sargent-Martin, Shelia Denise. "A Study of the Evolving Practices of Reading First Reading Coaches in Virginia." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2159.

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The purpose of this study was to explore and document the various roles of Virginia's Reading First reading coaches. The goal of Reading First is to ensure that all students learn to read at grade level or above by the end of third grade. Because of No Child Left Behind legislation and the mandates set forth by Reading First, reading coaches are in demand. In order to gain an understanding of the roles and responsibilities of reading coaches, this study was based on qualitative methodology. Specifically, the data collection consisted of a self-administered survey sent to Virginia's 95 Reading

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15

Bergkvist, Sofia, Anna Gruffman, and Angelica Strandberg. "Physical Literacy : Vägen till ett aktivt liv för barn och ungdomar?" Thesis, Umeå universitet, Pedagogiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-152830.

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More and more children and adolescents are sedentary, and many do not meet recommended guidelines for physical activity. This is a negative trend when children and young people have a lot to gain from having a broad physical bank. Physical literacy aims to describe how conditions can contribute to a lifelong sporting interest; motivation and self-esteem are two of the six components that are part of physical literacy. The purpose of this study was to investigate how sport coaches create conditions in order for children and young people to develop a movement competence now and in the future. In

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16

Means, Vivian Fowler. "Improving Literacy for Diverse Low Socio-Economic Status Middle School Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4312.

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In an urban district, Surfside School personnel were concerned that student literacy proficiency levels were low during 2011-2014 and teachers had not been able to close the achievement gap despite a focus on literacy practices and literacy professional development (PD) provided by the district. The purpose of this case study was to explore the perceptions of teachers and administrators in relation to the best instructional practices for increasing self-efficacy when teaching literacy skills and related literacy PD for teachers. Knowles' andragogy theory and Vygotsky's social learning theory f

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17

Di, Leo Marlene A. "Reading First/Bay State Reading Initiative: Public vs Private Implementation—Which Produces the Best Results?" 2011. https://scholarworks.umass.edu/dissertations/AAI3465194.

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The dissertation is a study to determine which program, Reading First or Bay State Reading Initiative, will demonstrate the greatest gains in reading for students in grades K–3 using a 3-Tier Reading Model. The findings from this study are intended to provide pertinent information on which best practices work in increasing student achievement for reading. Education reform continues to be a hot topic at all levels within the United States. With the spending of billions of federals, state and local dollars, the persistent talk of accountability is ongoing. Since NCLB inception, the year 2014 whe

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