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ERIC Number: ED523078
Record Type: Non-Journal
Publication Date: 2010
Pages: 153
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1242-9414-8
Literacy Coaching: The Role of Reflective Thought in Teacher Decision Making
May, Patricia Jane
ProQuest LLC, Ph.D. Dissertation, University of Rhode Island
Qualitative studies of classroom teachers involved in literacy coaching are crucial to provide direction for future literacy coaching practice and research. Using a grounded theory design, this study examined the experience of four elementary level classroom teachers and one coach as they engaged in a year-long literacy coaching program. Teachers were observed throughout the literacy coaching cycle including: pre and post conferences, demonstrations and teacher implementation of new instructional practices. Analysis of coach/teacher interactions highlighted the role of reflective thought in teacher learning, and positioned reflective thought as a foundational premise of teacher learning. In addition, as a result of the discovery process inherent in the grounded theory design, the study found that teachers' goal setting influenced movement along a gradual release of responsibility continuum of adult learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States