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ERIC Number: ED511293
Record Type: Non-Journal
Publication Date: 2009
Pages: 84
Abstractor: As Provided
Reference Count: 48
An Evaluation of Middle School Literacy Coaching in a Central Florida District
Dorman, Brian C.
Online Submission, Ed.D. Dissertation, Nova Southeastern University
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.)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Tests/Questionnaires
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida