NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED533390
Record Type: Non-Journal
Publication Date: 2011
Pages: 179
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1248-9197-2
ISSN: N/A
The Roles and Responsibilities of Elementary Reading Coaches and the Perceived Influence of Teacher Knowledge and Instructional Practice
Massey, Susan L.
ProQuest LLC, Ph.D. Dissertation, University of Virginia
The present study examined how elementary reading coaches interpreted their roles, how they allotted their time among various tasks, and their perceptions regarding the influence of their roles related to teacher knowledge and instructional practice in elementary schools receiving Reading First funding in one state Employing both quantitative and qualitative approaches to research provided a means to understand the roles in multiple dimensions. In Phase One, archival data from reading coach surveys was examined qualitatively and quantitatively. In Phase Two, coaches profiled as teacher-oriented were interviewed in order to gain information on teacher-coach interactions and coaches' perceived influence on teacher instructional change. Interview summaries were analyzed qualitatively. Results suggest that coaches spend the majority of their time working directly with teachers and managing the literacy programs in their schools. The most important roles to fulfill in working with teachers were related to the coaching observation cycle: planning and supporting literacy-related skills, selecting appropriate instructional strategies based on student assessment data, classroom observation, and proving feedback and engaging teachers in reflective dialogue. Management tasks important to the role were the coaches' responsibility to keep the administration informed and involved in literacy efforts and attending professional seminars to increase literacy-related knowledge and skills. Coaches also noted the overall importance of ongoing professional development for both teachers and coaches as a major factor in instructional change. This study has implications for defining coach roles in the elementary school setting as well as guiding school administrators and institutes of higher learning in determining training components for reading specialists and reading coaches. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A