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The Impact Of Literacy Coaching On Third And Fifth Grade Students Reading Achievement Teacher Attitudes And Teacher Perceptions
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Book Synopsis The Impact of Literacy Coaching on Third and Fifth Grade Students' Reading Achievement, Teacher Attitudes, and Teacher Perceptions by : Jennifer R. LaPlante
Download or read book The Impact of Literacy Coaching on Third and Fifth Grade Students' Reading Achievement, Teacher Attitudes, and Teacher Perceptions written by Jennifer R. LaPlante and published by . This book was released on 2009 with total page 434 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 2009-11 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of the Literacy Coach Model of Staff Development on the Reading Achievement of Fifth Grade Students by : Sallie Armstrong
Download or read book Effects of the Literacy Coach Model of Staff Development on the Reading Achievement of Fifth Grade Students written by Sallie Armstrong and published by . This book was released on 2007 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Teaching to Students' Learning Styles on Reading Achievement of Third-grade Students and Their Teachers' Perceptions of Their Attitudes Toward Reading by : Kathy Y. King
Download or read book The Impact of Teaching to Students' Learning Styles on Reading Achievement of Third-grade Students and Their Teachers' Perceptions of Their Attitudes Toward Reading written by Kathy Y. King and published by . This book was released on 2003 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 The Literacy Coaching Handbook by : Diana Sisson
Download or read book The Literacy Coaching Handbook written by Diana Sisson and published by Taylor & Francis. This book was released on 2017-02-10 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learn how to become a more effective literacy coach to ensure lasting changes in teaching and learning at your school. Literacy experts Diana and Betsy Sisson offer clear, research-based strategies that encourage professional development and growth. You’ll discover how to... Understand the various roles that a literacy coach plays, from "change agent" to "data analyst"; Determine which coaching model to use with your teachers; Support your classroom colleagues and raise student achievement; Tackle the literacy concerns present in today's schools, and any resistance from classroom teachers who don't want to be coached; Design a plan to promote growth centered on assessment and collaboration; and Manage the multi-faceted responsibilities of literacy coaching with practical strategies. Each chapter contains special features such as Coaching Moves and Coaching Questions to help you apply the information to your own situation. In addition, an Appendix offers photocopiable PD tools and study guide questions so you can discuss the ideas with others. With this practical book, you'll have all the guidance you need to overcome challenges and thrive in your coaching role.
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 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 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.).
Book Synopsis The Impact of Guided Reading Instruction on Reading Achievement in Third, Fourth, and Fifth Grades by : Holly D. Toney
Download or read book The Impact of Guided Reading Instruction on Reading Achievement in Third, Fourth, and Fifth Grades written by Holly D. Toney and published by . This book was released on 2017 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study addressed the impacts guided reading instruction had on reading achievement in third, fourth, and fifth grades in two suburban schools in a school district in east Tennessee. The researcher examined the differences in reading achievement between two schools. One school implemented guided reading for more than two years and the other school implemented guided reading for two years or less. The differences in teachers' perceptions of guided reading instruction were investigated. Then, the fidelity of implementation of guided reading was examined. The researcher used reading achievement test data, a teacher survey, a focus group questionnaire, and a classroom observation checklist. The results were analyzed, and findings concluded guided reading impacted reading instruction in third, fourth, and fifth grades.
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 The Effect of Teachers' Expectations and Perceptions on Student Achievement in Reading for Third and Fifth Grade Students by : Alfreda Ragland Williams
Download or read book The Effect of Teachers' Expectations and Perceptions on Student Achievement in Reading for Third and Fifth Grade Students written by Alfreda Ragland Williams and published by . This book was released on 2012 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Literacy Coach by : Enrique A. Puig
Download or read book The Literacy Coach written by Enrique A. Puig and published by Allyn & Bacon. This book was released on 2007 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: Expert coaches and anyone coaching for the first time will love The Literacy Coach! Reviewers Sum it up! "The framework in which this book is embedded is one of the more elegant ones in existence." Donna Alvermann, The University of Georgia "I found this book to be helpful to not only literacy coaches, but to classroom teachers who may want to become coaches or merely better understand their roles. I also believe building principals would find the book extremely useful...I only wish I had been given such access to all of this information five years ago!" Amy Ely, Brush Middle School Take a peek inside... Supports the professional development of literacy coaches by a) giving a comprehensive look at how learners learn vs. just learning to read; b) implementing the idea of categorizing coaching points (into three broad categories) to economize on time and attention; and c) including three levels of observations (primary, secondary, and tertiary). Includes a description of the four cornerstones of any successful school reform model: students, teachers, administrators, and the literacy coach. Considers the NRP report andIRA's Standards for Literacy Coaches. Meet the Authors Enrique A. Puig is the Director of the Florida Literacy and Reading Excellence Center at the University of Central Florida. He is a certified Reading Recovery teacher and Literacy Collaborative trainer. In addition to being president of the Orange County Reading Council (Florida), Enrique serves as an elected board member of the American Reading Forum and continues to work with students. He is author of Guided Reading and Spanish Speaking Students (Scholastic). Kathy S. Froelich received her Ph.D. from Fordham University in New York and has provided professional development opportunities to teachers and literacy coaches at the national level. In addition to her years of classroom teaching experience, Kathy has taught at Agnes Scott College and Thomas University. She is currently teaching at Florida State University and is an independent consultant.
Book Synopsis The Fundamentals of Literacy Coaching by : Amy Sandvold
Download or read book The Fundamentals of Literacy Coaching written by Amy Sandvold and published by ASCD. This book was released on 2008 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: Contains strategies for a successful literacy coaching initiative including: roles and responsibilities of literacy coaches; keys to building positive collaboration among literacy coaches, support staff, and faculty members; fundamentals of adult learning that apply in a coaching relationship; ideas to help you monitor the effectiveness of your initiative; and ways to communicate effectively to students and fellow teachers.
Book Synopsis Differentiated Literacy Coaching by : Mary Catherine Moran
Download or read book Differentiated Literacy Coaching written by Mary Catherine Moran and published by ASCD. This book was released on 2007 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: Looks at the key considerations school leaders and literacy coaches must keep in mind when determining program focus and scope and describes the roles, responsibilities, and procedures involved in each coaching format.
Book Synopsis Student-Centered Coaching: The Moves by : Diane Sweeney
Download or read book Student-Centered Coaching: The Moves written by Diane Sweeney and published by Corwin Press. This book was released on 2016-11-04 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: The essential coaching moves that every coach needs to know Student-centered coaching is a highly effective, evidence-based coaching model that shifts the focus from “fixing” teachers to collaborating with them to design instruction that targets student outcomes. But what does this look like in practice? This book shows you the day-to-day coaching moves that build powerful coaching relationships. Readers will find: Coaching moves that can be used before, during, and after lessons An abundance of field-tested tools and practices that can be put to immediate use Original video clips that depict and unpack key moves Richly detailed anecdotes from practicing coaches
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.
