Mentoring novice elementary teachers in rural Alaska
dc.contributor.author | McBrayer, Natalie Ann | |
dc.date.accessioned | 2022-03-07T02:39:20Z | |
dc.date.available | 2022-03-07T02:39:20Z | |
dc.date.issued | 2010-08 | |
dc.identifier.uri | http://hdl.handle.net/11122/12708 | |
dc.description | Thesis (M.Ed.) University of Alaska Fairbanks, 2010 | en_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 iii | en_US |
dc.description.tableofcontents | 1. 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.iso | en_US | en_US |
dc.subject | Elementary school teachers | en_US |
dc.subject | In-service training | en_US |
dc.subject | Mentoring in education | en_US |
dc.subject | First year teachers | en_US |
dc.subject.other | Master of Education | en_US |
dc.title | Mentoring novice elementary teachers in rural Alaska | en_US |
dc.type | Thesis | en_US |
dc.type.degree | med | en_US |
dc.identifier.department | School of Education Graduate Program | en_US |
dc.contributor.chair | Rickey, Melissa | |
dc.contributor.committee | Webster, Joan Parker | |
dc.contributor.committee | Scoles, Lorrie | |
refterms.dateFOA | 2022-03-07T02:39:20Z |