Destigmatizing the Instructional Coaching Process toward Advancing Schoolwide Literacy

Autor/in	Richard-Jones, Anjanette Y.
Titel	Destigmatizing the Instructional Coaching Process toward Advancing Schoolwide Literacy
Quelle	(2023), (302 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Trident University International
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-3281-2
Schlagwörter	Hochschulschrift; Dissertation; Literacy; Coaching (Performance); Public Schools; Secondary Schools; Negative Attitudes; Social Bias; Attitude Change; Teacher Attitudes; Administrator Attitudes; Disadvantaged Schools; Reading Instruction; Reading Strategies; School Culture + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Alphabetisierung; Schreib- und Lesefähigkeit; Public school; Öffentliche Schule; Sekundarschule; Negative Fixierung; Attitudinal change; Einstellungsänderung; Lehrerverhalten; Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Schulkultur; Schulleben
Abstract	The literacy gap in public schools in the United States is especially severe within low socioeconomic secondary Title One schools. A research-based solution is the schoolwide use of instructional coaches for reading and other content area teachers with a multitiered literacy plan (MTLP). However, many teachers resist coaches because of negative stigmas. The purpose of this qualitative case study was to explore destigmatizing the instructional coaching process and assist teachers with promoting literacy strategies across content areas within one low socioeconomic Title One secondary school. The theoretical frameworks used were schemata theory, sociocultural theory, and an instructional coaching model. Data were collected from 17 voluntary participants--teachers, instructional coaches, and administrators acting as coaches. Four research questions were formulated: (a) What are the benefits of using an instructional coaching model and a multitiered literacy plan to assist teachers in a low socioeconomic area and Title One school with implementing research-based reading strategies across content areas? (b) What internal and external factors, perceptions, and barriers can negatively impact the coaching experience, teaching experience, and teachers' ability to implement reading strategies across content areas and schoolwide? (c) How can instructional coaches use an explicit a schoolwide multitiered literacy plan to increase literacy skills and improve reading achievement levels for struggling students? (d) What coaching processes and research-based literacy methods could be utilized to inspire teachers to implement reading strategies in all content areas? After in-depth interviews, data analysis was conducted with qualitative methods, and four themes emerged: (a) Organizing a Schoolwide Literacy Culture, (b) Factors Impacting Schoolwide Literacy Implementation, (c) Incorporating the MTLP Schoolwide, and (d) Inspiring Schoolwide Literacy Practices. Further recommended research included other sites, larger samples, and longitudinal studies. The findings should contribute to the understanding of how instructional coaches can help teachers with barriers to coaching and struggling student literacy. These findings will benefit coaches, administrators, and teachers with many teaching strategies. Teachers' negative stigma toward coaches should be reduced or alleviated. In turn, in closing the literacy gap, students will receive research-based strategies to help them master grade-level text with greater opportunities to succeed in school. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01