The effectiveness of the literacy coaching model of professional development as perceived by teachers and literacy coaches
Abstract
This dissertation investigated the differences, if any, in the perceptions of teachers and literacy coaches in the effectiveness of the literacy-coaching model of professional development. This study investigated the perceptions of the literacy coaches’ role, the components of a successful working relationship, the perceived optimal patterns of interaction, and specific professional development activities that teachers and literacy coaches engaged in during their involvement with the Lake Shore Alliance for Student Success balanced literacy program. This study tested the hypothesis that there is no significant difference in the perceptions of literacy coaches and teachers in the coaches’ role, components of a successful working relationship, perceived optimal patterns of interaction and specific professional development activities. Previous research indicated that literacy coaching is a beneficial form of embedded professional development. A mixed-method study design was used to obtain data from teachers and literacy coaches. A 5-point Likert scale instrument was developed to compare the perceptions of teachers and literacy coaches for 16 statements relevant to the literacy coaching mode of professional development. Teachers and literacy coaches also met in focus groups to obtain a more complete understanding of the data. The findings from the research suggested that although teachers and literacy coaches generally view the statements in a similar manner, there were slight differences in perception. The findings provided support for the key concepts and supported the literacy-coaching model of professional development.
Degree
Ph.D.
Advisors
McInerney, Purdue University.
Subject Area
Teacher education|Literacy|Reading instruction
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