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Perceptions Of Cognitive Coaching Of Alternatively Certified Reading Teachers Situated In Two High Poverty Urban Schools
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Book Synopsis Perceptions of Cognitive Coaching of Alternatively Certified Reading Teachers Situated in Two High Poverty Urban Schools by : Philicia Corine Rich
Download or read book Perceptions of Cognitive Coaching of Alternatively Certified Reading Teachers Situated in Two High Poverty Urban Schools written by Philicia Corine Rich and published by . This book was released on 2013 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This case study proposed to answer specific research questions surrounding the experiences and perceptions of two novice alternatively certified reading teachers positioned at two chronically underperforming and high poverty schools. The first question examined the influence of Cognitive Coaching on the first participant's ability to self-monitor and self-modify her teaching behaviors. The findings revealed the Cognitive Coaching model had an important influence on the participant's ability to self-monitor and self-modify her teaching behaviors as evidenced in the participant's four states of mind: efficacy, flexibility, craftsmanship, and consciousness. The second question identified the expressed support needs of the alternatively certified teacher not receiving Cognitive Coaching support. The findings revealed that the expressed support or training needs of the non-Cognitive Coaching participant directly correlated with Knowles core adult learning principles (learner's need to know, self-concept of the learner, prior experience of the learner, readiness to learn, orientation to learning, and motivation to learn). The third question explained how the expressed support needs (met or unmet) of the non-Cognitive Coaching influence her decision to remain or to exit the profession. The finding revealed that the participant's ultimate decision to leave the profession was specifically influenced by four of the six core adult learning principles (learner's need to know, self-concept of the learner, prior experience of the learner, and motivation of the learner). Findings from this study provide evidence to support the use of Cognitive Coaching as a viable form of staff development for alternative certified secondary reading teachers situated in chronically underperforming and high poverty schools. Implications for future practice in local settings and suggested future studies are presented.
Book Synopsis Cognitive Coaching as a Form of Professional Development in a Linguistically Diverse School by :
Download or read book Cognitive Coaching as a Form of Professional Development in a Linguistically Diverse School written by and published by . This book was released on 2015 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: While American classrooms are described as linguistically diverse, teachers find themselves unprepared to successfully educate such students. Previous studies indicate that cognitive coaching is one form of professional development that can assist teachers in becoming self-directed practitioners who are able to reflect on their practice and adjust it to meet the needs of various learners, including linguistically diverse students (Batt, 2010; Costa & Garmston, 2002; Joyce & Showers, 2002). This study describes elementary teachers' perceptions of cognitive coaching in a linguistically diverse school: (1) In what ways do teachers perceive cognitive coaching as professional development? (2) How do observed teacher behaviors reflect cognitive coaching? and (3) What changes in their practice of educating linguistically diverse students do teachers report as a result of cognitive coaching? This basic qualitative study focuses on three elementary mainstream teachers educating linguistically diverse students and one coach who used cognitive coaching techniques. Using data from semi-structured interviews and coaching conversations, this study identifies the following emergent themes: elements of reflective practice, creating new instructional applications, embracing the diversity spectrum, facilitating teacher-driven learning, and promoting shared responsibility. The results of this study indicate that teachers who participated in cognitive coaching believe that they (1) reflect on their practice more and on a deeper level, (2) intentionally plan their instruction, (3) adjust their instructional plan in response to their students' needs using more formative assessments, and (4) value their work with the cognitive coach. In addition, cognitive coaching is linked to more responsive teaching, especially with linguistically diverse students.
Book Synopsis Supporting Literacy Across the Sunshine State by : Julie A. Marsh
Download or read book Supporting Literacy Across the Sunshine State written by Julie A. Marsh and published by Rand Corporation. This book was released on 2008 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite recent progress in reading achievement among children in primary grades, many children are not moving beyond basic decoding skills to fluency and comprehension as they go on to higher grades. To address this problem, many policymakers suggest that reading coaches-master teachers who offer ongoing on-site instructional support for teachers-can improve teachers' practice and students' literacy skills. RAND researchers evaluated the middle school reading coach program in Florida to answer these questions: How is the program being implemented by the state, districts, schools, and individual coaches? What is the impact of coaching on teachers' practice and students' achievement in reading and mathematics? What features of reading coach models and practices are associated with better outcomes?
Book Synopsis An Evaluation of Middle School Literacy Coaching in a Central Florida District by : Brian C. Dorman
Download or read book An Evaluation of Middle School Literacy Coaching in a Central Florida District written by Brian C. Dorman and published by . This book was released on 2009 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: This applied dissertation evaluated the effectiveness of literacy coaching in a central Florida district as perceived by teachers working in the district's middle schools. The study investigated teacher's perceptions of literacy coaches, the literacy coaches' perceptions of their roles within the schools, and the literacy coaches' impact on student proficiency data as measured by the Lexile assessment. As schools struggle to improve instruction and learning, professional development provided by literacy coaches was identified as a powerful model for improving instructional practices. The mixed methods research study was designed to provide information about teachers' perceptions of literacy coaches and to determine the impact coaching had on student achievement data. The research design utilized surveys and a case study approach. Qualitative data included school based observations and survey data from 112 middle school teachers and 10 literacy coaches. Quantitative data included student proficiency percentages as measured by the Lexile assessment for 12 teachers from the case study sites. The findings provided insight into the teachers' perceptions of literacy coaches, the impact coaches had on changing or improving instruction as well as the coaches' views of their responsibilities. The results confirmed that teachers believed literacy coaches were influential in changing and improving instruction; literacy coaches also believed their work providing professional development and modeling lessons were the most important aspects of their jobs. The significance of the literacy coaches' impact on student achievement showed that literacy coaches should place teachers and instructional practices at the top of their priorities. This research should assist the district's implementation of the literacy coaching model found in the middle schools. Appended are: (1) Percent of Time Spent by District Coaches in Assigned Areas of Responsibility; (2) Teacher Perception Survey; (3) Role of the Reading/Literacy Coach Survey; (4) Coaches Observation Log; (5) Student Performance Data Analysis Tables; and (6) Correlation Test Results. (Contains 3 tables.).
Download or read book Resources in Education written by and published by . This book was released on 1998-12 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1988 with total page 876 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Cognitive Coaching by : Jennifer Yust
Download or read book Cognitive Coaching written by Jennifer Yust and published by . This book was released on 1998 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to investigate the application of Cognitive Coaching as a school-based professional development program to improve instructional thought and decision making as well as to enhance staff perceptions, coUegiality and school culture. This topic emerged from personal and professional issues related to the role ofthe reflective practitioner in improving the quality of education, yet cognizant of the fact that little professional development was available to train teachers to become reflective. This case study, positioned within the interpretive sciences, focused on three teachers and how their experiences with cognitive coaching affected their teaching practices. Their knowledge, understanding and use of the four stages of instructional thought (preactive, interactive, reflective and projective) were tested before and at the end of eight coaching cycles, and again after two months to determine whether they had continued to use the reflective process. They were also assessed on whether their attitude towards peer coaching had changed, whether their feelings about teaching had become more positive and whether their professional dialogue had increased. Three methods of data collection were selected to assess growth: interviews, observations and joumaling. Analysis primarily consisted of coding and organizing data according to emerging themes. Although the professed aim of cognitive coaching was to teach the process in order that the teachers would become self-analytical and self-modifying, this study found that the value of the coaching, after trust had been established in both the coach and the process, was in the dialoguing and the time set aside to do it. Once the coaching stopped providing the time to dialogue, to examine one's meanings and beliefs, so did the critical self-reflection. As a result ofthe cognitive coaching experience though, all participants grew in their feelings of efficacy, craftsmanship, flexibility, consciousness and interdependence. The actual and potential significance ofthis study was discussed according to implications for teacher supervision, professional development, school culture, further areas of research and to my personal growth and development.
Book Synopsis Elementary Teachers' Perceptions of Instructional Coaching, Factored by Experience and Levels of Education by : Tina H. Whitten
Download or read book Elementary Teachers' Perceptions of Instructional Coaching, Factored by Experience and Levels of Education written by Tina H. Whitten and published by . This book was released on 2017 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed-methods study was to investigate elementary teachers’ perceptions of instructional coaching compared to their years of experience and their levels of education. This researcher worked cooperatively with one rural school district in north, central North Carolina and used an online survey instrument with both open- and closed-ended questions to gather data. Two hundred sixty-three elementary classroom teachers were asked to complete the survey; 131 teachers did so with a response rate of 49.8%. Chi square statistical tests were run for the Likert responses on the quantitative portion, and open-ended coding was used for the qualitative piece. Results indicated that there was no significant difference in teacher perceptions of instructional coaching according to their levels of education and little significant difference in perceptions according to years of experience. Open-ended responses indicate that further research should be done to explore instructional coaching training needs, time limitations, other non-coaching responsibilities, and roles of instructional coaches.
Book Synopsis The Achievement Gap in Reading by : Rosalind Horowitz
Download or read book The Achievement Gap in Reading written by Rosalind Horowitz and published by Taylor & Francis. This book was released on 2017-04-07 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap—with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors—such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.
Download or read book Research in Education written by and published by . This book was released on 1971 with total page 1118 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Urban Elementary Teachers' Reports of Perceived Self-efficacy in Implementing the Data Team Process to Support Students at Risk for Or Identified as Having Reading Difficulties Within the Response to Intervention (RtI) Framework by : Stefania Izzo
Download or read book Urban Elementary Teachers' Reports of Perceived Self-efficacy in Implementing the Data Team Process to Support Students at Risk for Or Identified as Having Reading Difficulties Within the Response to Intervention (RtI) Framework written by Stefania Izzo and published by . This book was released on 2014 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed methods study was to explore and describe urban elementary teachers' reports of perceived self-efficacy in implementing the instructional data team process, within the Response to Intervention (RtI) framework, to support students at risk for or identified as having reading difficulties. This study also explored teachers' perceptions of the information sources (Bandura, 1997) that led to their self-efficacy beliefs. The study was conducted in an urban school district in Connecticut. Teachers from six elementary schools within the district completed the Instructional Data Team Teacher Self-Confidence Scale (Izzo, 2014), a researcher-developed survey. Of the 74 participants who completed the survey, 14 volunteered to participate in the in-person interview. Data analyses revealed that almost two-thirds of urban elementary school teachers in this study consistently reported that they felt confident overall in implementing all five steps of the CSDE's (2010) data team process, while a persistent one-third participants reported they were undecided about their confidence overall in implementing the steps of the data team process. While teachers reported that they felt most confident in implementing the data collection portion of the data team process, they felt least confident in selecting reading interventions targeted to students needs. Lastly, teachers reported that they gained confidence from activities mainly associated with enactive attainment and vicarious experiences.
Book Synopsis Who Controls Teachers' Work? by : Richard M. Ingersoll
Download or read book Who Controls Teachers' Work? written by Richard M. Ingersoll and published by Harvard University Press. This book was released on 2009-07-01 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools are places of learning but they are also workplaces, and teachers are employees. As such, are teachers more akin to professionals or to factory workers in the amount of control they have over their work? And what difference does it make? Drawing on large national surveys as well as wide-ranging interviews with high school teachers and administrators, Richard Ingersoll reveals the shortcomings in the two opposing viewpoints that dominate thought on this subject: that schools are too decentralized and lack adequate control and accountability; and that schools are too centralized, giving teachers too little autonomy. Both views, he shows, overlook one of the most important parts of teachers' work: schools are not simply organizations engineered to deliver academic instruction to students, as measured by test scores; schools and teachers also play a large part in the social and behavioral development of our children. As a result, both views overlook the power of implicit social controls in schools that are virtually invisible to outsiders but keenly felt by insiders. Given these blind spots, this book demonstrates that reforms from either camp begin with inaccurate premises about how schools work and so are bound not only to fail, but to exacerbate the problems they propose to solve.
Book Synopsis Standards for Middle and High School Literacy Coaches by : International Reading Association
Download or read book Standards for Middle and High School Literacy Coaches written by International Reading Association and published by International Reading Assoc.. This book was released on 2006 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: This US report from the International Reading Association looks at standards for middle and high school literacy coaches. The standards are organised into two parts - leadership standards and content area literacy standards. Table of contents: * Introduction * Part 1: Leadership standards * Part 2: Content area literacy standards (english language arts, mathematics, science, social studies) * Part 3: What we know and what we need to know about literacy coaches in middle and high schools: a research synthesis and proposed research agenda * References.
Book Synopsis Current Index to Journals in Education by :
Download or read book Current Index to Journals in Education written by and published by . This book was released on 2002 with total page 892 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis School, Family, and Community Partnerships by : Joyce L. Epstein
Download or read book School, Family, and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Author :Marc A Brackett Publisher :National Professional Resources Inc./Dude Publishing ISBN 13 :9781934032183 Total Pages :146 pages Book Rating :4.0/5 (321 download)
Book Synopsis Creating Emotionally Literate Classrooms by : Marc A Brackett
Download or read book Creating Emotionally Literate Classrooms written by Marc A Brackett and published by National Professional Resources Inc./Dude Publishing. This book was released on 2011 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: A research-based, field-tested program that enhances academic achievement and social competence with developmentally appropriate lessons that are integrated across the curriculum for K-5. The methodology accommodates all learning styles, with six concrete "how to" steps for quick and easy implementation. It also comes with the reproducible materials for student use, as well as supporting teacher materials.
Book Synopsis Index to American Doctoral Dissertations by :
Download or read book Index to American Doctoral Dissertations written by and published by . This book was released on 1974 with total page 642 pages. Available in PDF, EPUB and Kindle. Book excerpt:
