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Literacy Coaching: A Case Study of the Interactions Between a Literacy Coach and Preschool Teachers

Hobor, Gloria Argenti
http://rave.ohiolink.edu/etdc/view?acc_num=akron1405019294

Abstract Details

2014, Doctor of Philosophy, University of Akron, Elementary Education.
Abstract The 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.
Ruth Oswald, Dr. (Advisor)
Sandra Spickard-Prettyman, Dr. (Committee Member)
Lynn Kline, Dr. (Committee Member)
Evangeline Newton, Dr. (Committee Member)
Denise Stuart, Dr. (Committee Member)
274 p.
Education; Educational Leadership; Literacy; Teacher Education
literacy coaching; professional development; coach teacher interactions; preschool teachers

Recommended Citations

Citations

  • Hobor, G. A. (2014). Literacy Coaching: A Case Study of the Interactions Between a Literacy Coach and Preschool Teachers [Doctoral dissertation, University of Akron]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=akron1405019294

    APA Style (7th edition)

  • Hobor, Gloria. Literacy Coaching: A Case Study of the Interactions Between a Literacy Coach and Preschool Teachers. 2014. University of Akron, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=akron1405019294.

    MLA Style (8th edition)

  • Hobor, Gloria. "Literacy Coaching: A Case Study of the Interactions Between a Literacy Coach and Preschool Teachers." Doctoral dissertation, University of Akron, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1405019294

    Chicago Manual of Style (17th edition)

akron1405019294
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© 2014, all rights reserved.
This open access ETD is published by University of Akron and OhioLINK.