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ERIC Number: EJ1097528
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Literacy Coaching: Middle School Academic Achievement and Teacher Perceptions Regarding Content Area Literacy Strategy Instruction
Edwards, Anjell H.; Neill, Patricia; Faust, Phyllis B.
Alabama Journal of Educational Leadership, v2 p15-25 Sep 2015
This study examined differences in perceptions of content area teachers receiving literacy coaching and teachers receiving no literacy coaching regarding implementation of literacy instruction. It also examined student achievement on standardized tests relative to literacy coaching. A survey measured teachers' perceptions regarding their implementation of content area literacy strategy instruction. The null hypotheses were tested using an independent t-test and a factorial ANOVA. Results of the t-test indicated no statistically significant difference in perceptions of Title I middle school teachers regarding implementation of content area literacy strategy instruction. The factorial ANOVA indicated a statistically significant difference in students' test scores, but minimal to no effect size.
Descriptors: Teacher Attitudes, Coaching (Performance), Literacy Education, Academic Achievement, Standardized Tests, Teacher Surveys, Reading Strategies, Hypothesis Testing, Statistical Analysis, Middle School Teachers, Scores, Effect Size, Middle School Students, Content Area Reading, Content Area Writing
Alabama Association of Professors of Educational Administration. P.O. Box 8368, Dothan, AL 36304. Tel: 334-983-6556 ext. 1-350; Fax: 334-556-1053; Web site: https://sites.google.com/site/aapelorg/home
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A