Show simple item record

dc.contributor.authorMcBrayer, Natalie Ann
dc.date.accessioned2022-03-07T02:39:20Z
dc.date.available2022-03-07T02:39:20Z
dc.date.issued2010-08
dc.identifier.urihttp://hdl.handle.net/11122/12708
dc.descriptionThesis (M.Ed.) University of Alaska Fairbanks, 2010en_US
dc.description.abstract"This study investigates the impact of a literacy coach on novice teachers' reading instructional practices. Coaches are used to support teachers in their classrooms in districts across the country to improve student achievement. At this time, the tie between coaches, teachers and student achievement in research is limited. This qualitative study explores the impact of a literacy coach on three novice teachers' and their reading instructional practices. Data was collected using field notes, interviews, collaborative logs and observations. Analysis indicates that teachers relied on the coach to support them in five main areas. Those areas were; teacher request for support in ordering supplies, organizing the classroom, etc.; classroom practice that included working with classroom aides, on going assessment, etc.; teacher learning that had to do with teaching specific skills, professional reading, etc. The last two areas were student improvement and impact of the coach. The results of this study indicate that a literacy coach does have an impact on novice teachers reading practices, which in turn raises student achievement. Test scores, students' daily work and passing levels, indicate evidence of the achievement. More research is needed in the area of teacher mentoring and how it affects student achievement"--Leaf iiien_US
dc.description.tableofcontents1. Definitions of terms -- Mentor -- Literacy coach -- 2. Review of the literature -- Teacher quality and student achievement -- Teacher retention -- Stages of teachers' development -- Mentoring -- Literacy coaching -- Summary -- 3. Methodology -- Design of the study -- Participants -- Paul -- Sandy -- Ann -- Data collection methods -- Data analysis -- 4. Findings -- Teacher request for support -- Organizing reading material for students -- Ordering supplies -- Center ideas -- Classroom practice -- Working with classroom aides -- On-going assessment -- How to teach using the reading series or a specific reading skill -- Classroom management -- Teacher learning -- Skills gained during observation -- Teaching specific skills -- Professional readings -- Parent teacher conferences -- Student improvement -- Impact of coach -- Working with a coach -- Change in reading instruction because of coach -- 5. Discussion -- Findings and implications -- Do novice teachers implement and use the new practices they learn through coaching? Why or why not? -- Do novice teachers see that their instructional practice has a positive impact on their students' reading development? What evidence do novice teachers provide to document positive impact or lack of progress? -- What is the nature of the impact of a literacy coach on novice teachers' reading instructional practices? -- Teacher retention -- Limitations -- Closing thoughts -- References.en_US
dc.language.isoen_USen_US
dc.subjectElementary school teachersen_US
dc.subjectIn-service trainingen_US
dc.subjectMentoring in educationen_US
dc.subjectFirst year teachersen_US
dc.subject.otherMaster of Educationen_US
dc.titleMentoring novice elementary teachers in rural Alaskaen_US
dc.typeThesisen_US
dc.type.degreemeden_US
dc.identifier.departmentSchool of Education Graduate Programen_US
dc.contributor.chairRickey, Melissa
dc.contributor.committeeWebster, Joan Parker
dc.contributor.committeeScoles, Lorrie
refterms.dateFOA2022-03-07T02:39:20Z


Files in this item

Thumbnail
Name:
McBrayer_N_2010.pdf
Size:
1.075Mb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record