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ERIC Number: EJ1097947
Record Type: Journal
Publication Date: 2014
Pages: 26
Abstractor: As Provided
ISSN: ISSN-0034-0502
How Three Schools View the Success of Literacy Coaching: Teachers', Principals' and Literacy Coaches' Perceived Indicators of Success
Ferguson, Kristen
Reading Horizons, v53 n1 Article 9 p23-48 Spr 2014
This paper investigates how the participants in literacy coaching (teachers, literacy coaches, and principals) perceive the success of their literacy coaching programs. This qualitative study uses data from interviews and observations of literacy coaching from three schools in Ontario, Canada. Four perceived indicators of success were found: growth in student achievement, improved teaching, an increase in professional dialogue in a safe environment, and a commitment to the literacy coach. While the study did not collect student data, the beliefs of teachers, literacy coaches, and principals are significant as perceptions of self and group efficacy can predict outcomes. This research suggests defining the success of literacy coaching is complex and recommends literacy coaching programs be evaluated using a variety of measures.
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A