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ERIC Number: ED553249
Record Type: Non-Journal
Publication Date: 2013
Pages: 214
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-4432-8
The Positive Effectiveness of Instructional Coaching on K-3 Native American Elementary Schools
Aaron, Lynnita Christina
ProQuest LLC, Ed.D. Dissertation, Fielding Graduate University
This study examined the effect of instructional coaching on kindergarten through third-grade student literacy in three Native American elementary schools. The researcher analyzed quantitative literacy data and qualitative literacy data for three Bureau of Indian Education elementary schools for school years 2003/2004 through 2009/2010. Quantitative results demonstrated a significant increase in literacy scores in all three schools. The researcher analyzed qualitative data made up of teacher surveys, teacher interview protocols, and an instructional coach questionnaire. Teachers were surveyed regarding their instructional practices and strategies, how to best help their students learn, and what resources the teachers felt they needed. Instructional coaches were surveyed regarding their impressions of instructional coaching overall, their instructional coaching program, and any recommendations that the coaches had for their program. Findings of the qualitative data analysis indicated that both teachers and coaches emphasized the needs of the students as the single most important component of successful instruction. hose individuals in order to perfect their instructional skills and knowledge (Instructional coach, n.d.). [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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A