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ERIC Number: ED547007
Record Type: Non-Journal
Publication Date: 2012
Pages: 268
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-2318-1
The Middle School Reading Coach: Exploring the Coaching Role and Understanding the Role of the Principal in Supporting Coaching Efforts
Young, Mia L.
ProQuest LLC, Ed.D. Dissertation, The Florida State University
The purpose of this qualitative study was twofold. First, using a qualitative, single case study design, I explored the roles and responsibilities of a middle school reading coach to understand how the coach distributed her time to support content area teachers in improving literacy instruction within their content areas. In addition to understanding her role, I examined contextual factors at the middle school level that may have shaped her work and how she spent her time. Secondly, in this study I sought to examine the instructional leadership role of the principal to understand how the principal supported or impeded the success of the coach. One reading coach situated in an urban middle school located in Florida was purposefully selected to participate in this study. Formal and informal interviews were conducted with the reading coach to understand how she viewed her role and what conditions she believed enabled or impeded her success in fulfilling her role in supporting classroom teachers. Approximately 134 hours of direct observations of the coach's work were documented along with detailed analysis of her coaching log, all which was reviewed to understand how she distributed her time. Using semi- structured protocols, interviews, and a survey with the principal were conducted as well as a focus group discussion with the eight reading teachers to learn from their perspectives the role of the reading coach and how she supported them in incorporating reading and literacy strategies in their content areas. Implications from this study can be used in assisting district and school leaders in better understanding the roles and work of secondary reading coaches as well as the instructional leadership support needed for their success. Findings from this study can also be used to help district and school leaders develop policies, procedures, and adequate training necessary for successful implementation of literacy coaching within their schools in order to ensure coaches are performing the most important tasks--providing training and instructional support for teachers. [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: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida