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Teacher Perceptions Of Their Effectiveness In Supporting Reading Strategies As A Result Of Collaboration With A Literacy Coach
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Book Synopsis Teacher Perceptions of Their Effectiveness in Supporting Reading Strategies as a Result of Collaboration with a Literacy Coach by : Sharon S. Miller
Download or read book Teacher Perceptions of Their Effectiveness in Supporting Reading Strategies as a Result of Collaboration with a Literacy Coach written by Sharon S. Miller and published by . This book was released on 2008 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Literacy Coaching Within the Literacy Collaborative Framework on Teachers' Overall Sense of Efficacy in Literacy Instruction by : Brittany Marie Lee
Download or read book The Impact of Literacy Coaching Within the Literacy Collaborative Framework on Teachers' Overall Sense of Efficacy in Literacy Instruction written by Brittany Marie Lee and published by . This book was released on 2020 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: Literacy coaching is one professional development method for improving teacher expertise in reading instruction and providing continuous and job-embedded support (Lyons & Pinnell, 2001; Rodgers & Rodgers, 2007; Toll, 2005). Currently, a gap exists in the literature regarding studies examining the effects of specific coaching models (Garret, 2008) and the impact on Teachers' Sense of Efficacy in Literacy Instruction. The lack of a literacy coaching model can produce confusion among school leaders to create a clear vision for literacy improvement (Mraz et al., 2008). Therefore, this study adds to the developing literature.The purpose of this quasi-experimental retrospective study was to examine teachers' perceptions in regards to the impact of literacy coaching within The Literacy Collaborative program across one academic school year through the measurement of Teachers' Sense of Efficacy in Literacy Instruction as measured by the TSELI Scale (Tschannen-Moran & Johnson, 2011). Primary (K-3) and intermediate (4-6) teachers and literacy coaches from one large, urban school district in Southeast Ohio participated in the study. Teachers (n = 104) completed the Teachers' Response to Literacy Coaching Survey (TRLCS). The TRLCS contains 35 close-form items. Literacy coaches (n = 13) completed the Literacy Coach Perception Survey (LCPS). The LCPS includes 10 closed-form items. Survey items for the TRLCS and LCPS were selected from two existing instruments and modified into a retrospective pre/posttest design.Data were analyzed using t-test of related samples and forward multiple regression. The theoretical framework of self-efficacy was the foundation for this study (Bandura, 1977). Data analyses revealed the following broad conclusions as a result of literacy coaching in year 2 of The Literacy Collaborative framework: 1) Significant increase in overall TSELI and all TSELI items. 2) Teachers perceived the greatest gain of working with a literacy coach to be in matching differentiated reading materials to the accurate level for students in their classrooms. 3) The growth of TSELI after working with a trained Literacy Collaborative coach decreases as teachers' years of teaching experience increase. 4) Moving through year 2 of Literacy Collaborative implementation had a large effect on improving coaches' perception of support and overall experience of The Literacy Collaborative within their schools.
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 Content Area Teachers' Perceptions of the Factors that Promote Or Inhibit Infusion of Content Area Reading Strategies Into Instruction by : Cheryl Kopec Nahmias
Download or read book Content Area Teachers' Perceptions of the Factors that Promote Or Inhibit Infusion of Content Area Reading Strategies Into Instruction written by Cheryl Kopec Nahmias and published by . This book was released on 2010 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Factors that teachers perceived as most helpful in promoting their teaching of content area reading included instructional factors (student motivation, using diverse texts, relevant/engaging reading materials, and teaching reading strategies) and infrastructural factors (school-wide focus on literacy, access to leveled text resources, support from instructional coach/media specialist, collaboration with peers, and help supporting individual students). Teacher-perceived obstacles to providing effective reading instruction included infrastructural factors (lack of sufficient instructional and planning time and pressure to "cover" content) and instructional factors (student ability, differentiating for student needs, and student motivation). Implications for schools and districts as well as possibilities for future research are discussed.
Book Synopsis Literacy Coaching Through Teachers' Lenses by : Stephanie Lee Davis
Download or read book Literacy Coaching Through Teachers' Lenses written by Stephanie Lee Davis and published by . This book was released on 2016 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: "With the federal initiatives of No Child Left Behind and Race to the Top, many school districts are employing literacy coaching in their quest to improve reading test scores. This study seeks sought to understand teachers' perceptions of literacy coaching to answer this primary research question: "What meanings do teachers make of literacy coaching?" Additional questions of interest included how teachers described their literacy coaching experiences, how administrators influenced literacy coaching at their school, what teachers perceived as effective literacy coaching, and the participants' professional development needs related to literacy coaching. Research has suggested that instructional coaching can provide the support that teachers need (Guskey, 2000; International Reading Association, 2006). However, to maximize the benefits of instructional literacy coaching for teachers, it is important to understand what actually makes coaching effective from the perspective of teachers receiving coaching. Unfortunately, there is currently very little research that actually explores the meanings that teachers make regarding literacy coaching. Therefore, this study sought to understand literacy coaching from teachers' perspectives. Using a phenomenological approach, six teachers from three Title I elementary schools were interviewed three times each following Seidman's (2006) interview model. The data analysis process consisted of decontextualization and recontextualization (Starks & Trinidad, 2007). During decontextualization, data were sorted by the teachers' responses according to each interview question and highlighting key words in order to compare and contrast the responses and also to help identify main categories. During the recontextualization phase, a second level of coding was used to merge significant words, phrases, or events that recurred across all interviews into themes. These themes were used to describe major ideas that emerged from the data to describe the participants' lived experiences of literacy coaching. The findings of this study suggested that teachers welcome literacy coaching because they seek to become more effective teachers. A trusting and open relationship was found to be key in the coaching process, as was clear communication. The findings also indicated that school administrators can positively or negatively influence literacy coaching. In addition, teachers desired literacy coaches who took a hands-on approach to coaching by being actively involved in their own professional development and not just being a disseminator of information from the school or district administrators. The results of the study led to several implications for literacy coaches, school administrators, and district administrators. Ideas for future research were also provided."--Abstract from author supplied metadata.
Book Synopsis Teacher Perceptions of the Partial Implementation Model of the Peer Literacy Coach by : Karen W. Coldwell
Download or read book Teacher Perceptions of the Partial Implementation Model of the Peer Literacy Coach written by Karen W. Coldwell and published by . This book was released on 2010 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind Act (NCLB, 2001) has left an indelible mark on the call for greater teacher accountability and the need for effective professional development for teachers. This research study was designed to examine teachers' perceptions of the role of the peer literacy coach in a partial implementation model as a means of providing teachers with a job-embedded, sustainable way to increase instructional practices in reading. In this qualitative study, the researcher utilized a survey instrument to determine teachers' perceptions of the role of the peer literacy coach. Twenty-three elementary classroom teachers from three schools in a suburban public school district voluntarily participated. Nine volunteer participants were also randomly selected to be interviewed to explore teachers' use of the peer literacy coach. Data derived from the surveys and interviews provided insight into the teachers' perceptions of the impact the peer literacy coach had on classroom reading instruction. Analysis of the data yielded mixed attitudes and perceptions towards the partial implementation model. The coaches' ability to model lessons, co-teach, and provide expertise in the subject of reading were identified as a benefit. The lack of clarification of the dual role of the reading specialist as a peer literacy coach was identified as a limitation. Results indicated that teachers from each experience level who utilized the peer literacy coach perceived a positive change in their classroom reading instruction. Recommendations for further study include an examination of the attitudes of coaches and administrators in defining the dual role of the reading specialist as peer literacy coach.
Book Synopsis The Literacy Coach's Game Plan by : Maya Sadder
Download or read book The Literacy Coach's Game Plan written by Maya Sadder and published by International Reading Assoc.. This book was released on 2009 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The Literacy Coach's Game Plan is a resource that any coach could use to build relationships and effectively engage classroom teachers in professional learning communities."--Ebony S. Andrews, Founder and CEO, R.E.A.D America, LLC.
Download or read book Literacy Coaching written by Pa Thao and published by . This book was released on 2013 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Literacy coaching has emerged as a popular strategy for school reform to improve teacher effectiveness and student achievement in reading. Unfortunately, districts are hiring literacy coaches without a clear job description for the position. This is resulting in a broad focus for coaching and minimizing the impact of the work to support teachers in the classroom. A plethora of research (Bean, Draper, Hall, Vandermolen, & Zigmond, 2010; Collet, 2012; Elish-Piper & L'Allier, 2011; Lucas, 2011; Matsumura, Garnier, & Resnick, 2010; Peterson, Taylor, Burnham, & Schock, 2011; Steckel, 2009; Stephens, Morgan, Deford, Donelly, Hamel, & Crowder, 2011; Vanderburg & Stephens, 2010) exists that illuminates a clear analysis of the factors which can be used to determine the effectiveness of a literacy coach. However, a similar amount of research (Bean & Dagen, 2012; Bean & Zigmond, 2007; Deussen, Coskie, Robinson, & Autio, 2007; Elish-Piper & L'Allier, 2011; Kissel, Mraz, Algozzine, & Stover, 2011; Mraz, Algozzine, & Watson, 2008; Scott, Cortina, & Carlisle, 2012) also exists presenting the inconsistent roles and responsibilities of literacy coaching in school districts. -- The purpose of this sequential mixed-method study was to determine and define the elementary literacy coaching roles and responsibilities that classroom teachers, literacy coaches, and principals valued the most to positively impact teacher practice and student achievement in an urban southeastern school district. Knowing these precepts might help literacy coaches become more efficient and be valuable resources for both classroom teachers and principals. Data from cross-sectional surveys, focus groups, and sample weekly literacy coaching schedules determined literacy coaching roles and responsibilities within the district. Perceptions of classroom teachers, literacy coaches, and principals about literacy coaching examined both desirable and undesirable practices and techniques to ensure an effective literacy coaching model based on all stakeholders' needs. -- The findings of this study indicated an inconsistent agreement between the roles and responsibilities of elementary literacy coaches as perceived by principals, literacy coaches, and teachers. Current quantitative data suggested that coaches are perceived as coordinators of the reading program; however, qualitative data reported coaches were exhausting their time as contributors to student testing. Another inconsistency in the survey results were the teachers' desires for literacy coaches to instruct students, but the focus groups' discussions clarified a need for coaches as the experts to spend more time coaching teachers on specific strategies to instruct students. All participants expressed a need for coaches to be resources to classroom teachers, which would align with the quantitative data. However, the qualitative results extended this desire to follow an ongoing coaching model rather than leading a one-time professional development, providing resources and lessons during the planning sessions, or facilitating book studies.
Book Synopsis "My Coach Got Me Excited about Literacy Even Through this Tough Year" by :
Download or read book "My Coach Got Me Excited about Literacy Even Through this Tough Year" written by and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: For over 100 years, reading has been a critical topic of discussion in the education field. Theories have been developed and revised on how children learn to read and as more research was completed. Literacy and reading scores around the United States have been low for over ten years. In 2019, only 32% of 4th graders nationwide have been proficient in reading. Many states have developed laws around reading proficiency targeted at reaching reading proficiency by the end of third grade, including Michigan's, the Read by Grade Three Law. In Michigan, the Michigan Association of Intermediate School District Administrators in collaboration with early literacy experts created the Essential Instructional Practices in Early Literacy. One county in Michigan developed a literacy coaching program for prekindergarten teachers. This coaching program was the basis for this dissertation research that explores teacher and coach experiences in the program. This research was completed as a mixed-methods case study, using both quantitative and qualitative data sources. Surveys and interviews gathered perspectives of the coaches and teachers on coaching strategies that were effective for them. In addition, the perception of the quality of relationship between the coach and teacher was investigated. Coaching was completed virtually due to the COVID-19 pandemic and participants shared their experiences with navigating coaching, teaching, and using technology in new ways. Survey and interview data were analyzed using in-vivo coding to explore initial categories and then themes. The study describes a variety of coaching strategies that coaches and teachers found effective. I also compare the reported impact of an in person versus virtual coaching on teachers' literacy practices. Constructive feedback was not only the strategy reported as used most often, but also it was perceived to have the most impact on teaching practices by both coaches and teachers. Teachers' strong relationship with coaches affected their success; those reporting a stronger relationship also reached their goals and gained new knowledge from the coaching program. Resources and difficulties faced varied for the teachers; these ranged from materials, budget, and available staff.
Book Synopsis "These Kids Are Out of Control" by : H. Richard Milner IV
Download or read book "These Kids Are Out of Control" written by H. Richard Milner IV and published by Corwin Press. This book was released on 2018-07-18 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today’s classrooms reimagined If you’re looking for a book on how to "control" your students, this isn’t it! Instead, this is a book on what classroom learning could be if we aspire to co-create more culturally responsive and equitable environments—environments that are safe, affirming, learner-centered, intellectually challenging, and engaging. If we create the kind of places where our students want to be . . . A critically important resource for teachers and administrators alike, "These Kids Are Out of Control" details the specific practices, tools, beliefs, dispositions, and mindsets that are essential to better serving the complex needs of our diverse learners, especially our marginalized students. Gain expert insight on: What it means to be culturally responsive in today’s classroom environments, even in schools at large How to decide what to teach, understand the curriculum, build relationships in and outside of school, and assess student development and learning The four best practices for building a classroom culture that is both nurturing and rigorous, and where all students are seen, heard, and respected Alternatives to punitive disciplinary action that too often sustains the cradle-to-prison pipeline Classroom "management" takes care of itself when you engage students, help them see links and alignment of the curriculum to their lives, build on and from student identity and culture, and recognize the many ways instructional practices can shift. "These Kids Are Out of Control" is your opportunity to get started right away!
Book Synopsis The Art of Coaching by : Elena Aguilar
Download or read book The Art of Coaching written by Elena Aguilar and published by John Wiley & Sons. This book was released on 2013-02-22 with total page 375 pages. Available in PDF, EPUB and Kindle. Book excerpt: Hands-on resources for new and seasoned school coaches This practical resource offers the foundational skills and tools needed by new coaching educators, as well as presenting an overview of the knowledge and theory base behind the practice. Established coaches will find numerous ways to deepen and refine their coaching practice. Principals and others who incorporate coaching strategies into their work will also find a wealth of resources. Aguilar offers a model for transformational coaching which could be implemented as professional development in schools or districts anywhere. Although she addresses the needs of adult learners, her model maintains a student-centered focus, with a specific lens on addressing equity issues in schools. Offers a practical resource for school coaches, principals, district leaders, and other administrators Presents a transformational coaching model which addresses systems change Pays explicit attention to surfacing and interrupting inequities in schools The Art of Coaching: Effective Strategies for School Transformation offers a compendium of school coaching ideas, the book's explicit, user-friendly structure enhances the ability to access the information.
Book Synopsis Instructional Coaching Impact on Student Achievement in Elementary Reading by : Kelli B. Casper
Download or read book Instructional Coaching Impact on Student Achievement in Elementary Reading written by Kelli B. Casper and published by . This book was released on 2021 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this convergent mixed methods research study was to determine if teacher instructional practices implemented after receiving job-embedded professional development through instructional coaching impact student reading achievement scores in an urban elementary school setting in which the school district faces the impact of poverty. In addition, this study explored teacher perceptions of the socio-economis impact on their students' acquisition of reading skills and how they teach reading as a result. The problem this study examined is reading scores in the United States have declinedd since 1998 (NAEP, 2018). However, teachers can begin to change their instructional strategies in the classroom by leveraging instructional coaches. Six teachers and approximately 125 students in third and fourth grades participated. These participants were representative of the diversity of the enrollment of all six grade levels at the school. Quantitative data was analyzed from pre- and post-assessment STAR reading GLE assessments to measure students' levels of reading. Paired-sample t-tests were also run for each demographic group to determine significance: gender, special education, limited English proficient, and Black vs. Non-Black. Qualitative data were collected through an open-ended survey from teachers. They provided feedback on their perception of the impact of socioeconomic status on their students' acquisition of reading skills and how they teach reading as a result. No statistical difference in student scores showed that teacher professional development in reading had an impact on student reading scores. Implications and recommendations included teacher professional development in reading strategies, strategies for teaching students in low socioeconomic situations, including how trauma is related in many of these situations and can affect student learning.
Book Synopsis Literacy Changemakers by : Kenneth Kunz
Download or read book Literacy Changemakers written by Kenneth Kunz and published by Guilford Publications. This book was released on 2020-09-17 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: This inspiring book shows how K–12 teachers, literacy specialists and coaches, and school- and district-level administrators can work together to make needed instructional improvements while fostering a lifelong love of reading and writing. The book presents collaborative leadership strategies and research-based best practices for creating joyful, effective learning environments. It includes ways to evaluate and recalibrate literacy programs for sustainable change, provide students with a wide variety of engaging reading opportunities, meet the needs of English learners and adolescent learners, partner with families, and enhance professional learning and development. Teacher-friendly features include practical tips and "Stop, Think, and Take Action" sections in each chapter. Several reproducible forms can be downloaded and printed in a convenient 8 1/2" x 11" size.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-11 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Literacy Across the Curriculum by : Barbara Lee Cahoon
Download or read book Literacy Across the Curriculum written by Barbara Lee Cahoon and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Literacy -- curriculum -- content area -- reading -- strategies -- comprehension -- instruction -- professional development -- teachers teaching teachers.
Book Synopsis Literacy Coaches' Perceptions of Their Own Effectiveness in Serving Teachers of English Language Learners by : Jennifer A. Brock
Download or read book Literacy Coaches' Perceptions of Their Own Effectiveness in Serving Teachers of English Language Learners written by Jennifer A. Brock and published by . This book was released on 2015 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Influence of Teacher Perceptions on Reading Instruction by : Sherri Loyd Moorman
Download or read book The Influence of Teacher Perceptions on Reading Instruction written by Sherri Loyd Moorman and published by . This book was released on 2015 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading and reading instruction are highly researched and debated topics. Reading is the foundational skill for future learning. Educational attainment of citizenry is generally a strong determinate of a nation’s well-being. International business decisions regarding developing industry are frequently dependent upon the ability of the possible employees to nurture, support, and grow business. Reading proficiency is one of the two major components of literacy rates. Understanding reading instructional methods and improving literacy rates deserve serious consideration when planning for economic prosperity of future generations. The purpose of this study was to determine the influence of teachers’ perceptions on reading instruction. One goal of the research was to determine teacher perceptions of reading instruction and how these perceptions influence professional performance. A natural extension of this research would be to evaluate how these perceptions influence student learning. The research study utilized a basic interpretive qualitative research design using descriptive narratives. The research was conducted over a 12-month period and focused on individual teacher perceptions. Qualitative inquiry was the appropriate research technique to give a voice to reading teachers. The participant sample was purposeful. The initial survey of elementary (K-5) teachers was emailed to 219 teachers currently employed by a middle Georgia school system. Four elementary teachers were interviewed from initial survey respondents who volunteered to participate in focused conversations on the subject of reading instruction.
