Literacy Coaching: A Case Study of the Interactions Between a Literacy Coach and Preschool Teachers
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University of Akron / OhioLINK
2014
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=akron1405019294 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-akron14050192942021-08-03T06:25:46Z Literacy Coaching: A Case Study of the Interactions Between a Literacy Coach and Preschool Teachers Hobor, Gloria Argenti Education Educational Leadership Literacy Teacher Education literacy coaching professional development coach teacher interactions preschool teachers AbstractThe purpose of this qualitative single case study was to examine and document how an early literacy coach differentiated coaching interactions with three preschool teachers to meet their individual needs. This study was conducted in an urban Great Lakes state in which the Head Start program and a local University were engaged in an early literacy initiative. The participants included one literacy coach and three preschool teachers that she coached.Three research questions guided this study: (1) How does an early literacy coach interact with three preschool teachers in an embedded professional development model; (2) What, if any, similarities and/or differences occur in the coaching interactions within and/or across with three preschool teachers; and (3) In what ways, if any, does an early literacy coach differentiate during interactions with three preschool teachers?Data collection included field observations, interviews, digital recordings, and pertinent documents. Data analysis included an a priori code structure derived from the literature and emerged through multiple readings of the data from which themes emerged. Data gathering and analysis was on-going throughout the study.Data analysis revealed several findings: (1) Synergy was created through cohesive contexts—the varied interactions in each of the contexts contributed to deep learning. Goal setting and purposeful planning to address the established goals were key to creating the synergistic and cohesive framework. (2) Reflection was prevalent during every phase of planning and execution of the interactions and varied learning opportunities. (3) Targeting the coaching conversations involved gathering data from classroom observations and student assessments. The literacy coach utilized several tools to focus the observations, while simultaneously video recording the instructional episodes. The literacy coach determined the strengths of the teachers and what needed to be strengthened during the analysis of teacher and student data. She also considered their personalities and dispositions when planning for and mediating reflective conversations with the teachers. (4) Differences in supporting the teachers during the conversations were another technique used to support teachers. The literacy coach varied her level of support from most support to least support through telling, modeling, directing, and questioning. 2014-09-11 English text University of Akron / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=akron1405019294 http://rave.ohiolink.edu/etdc/view?acc_num=akron1405019294 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
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NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Education Educational Leadership Literacy Teacher Education literacy coaching professional development coach teacher interactions preschool teachers |
| spellingShingle |
Education Educational Leadership Literacy Teacher Education literacy coaching professional development coach teacher interactions preschool teachers Hobor, Gloria Argenti Literacy Coaching: A Case Study of the Interactions Between a Literacy Coach and Preschool Teachers |
| author |
Hobor, Gloria Argenti |
| author_facet |
Hobor, Gloria Argenti |
| author_sort |
Hobor, Gloria Argenti |
| title |
Literacy Coaching: A Case Study of the Interactions Between a Literacy Coach and Preschool Teachers |
| title_short |
Literacy Coaching: A Case Study of the Interactions Between a Literacy Coach and Preschool Teachers |
| title_full |
Literacy Coaching: A Case Study of the Interactions Between a Literacy Coach and Preschool Teachers |
| title_fullStr |
Literacy Coaching: A Case Study of the Interactions Between a Literacy Coach and Preschool Teachers |
| title_full_unstemmed |
Literacy Coaching: A Case Study of the Interactions Between a Literacy Coach and Preschool Teachers |
| title_sort |
literacy coaching: a case study of the interactions between a literacy coach and preschool teachers |
| publisher |
University of Akron / OhioLINK |
| publishDate |
2014 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=akron1405019294 |
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AT hoborgloriaargenti literacycoachingacasestudyoftheinteractionsbetweenaliteracycoachandpreschoolteachers |
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1719436228288315392 |