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A New Literacy Coach And Two English Language Arts Teachers Learn Together: A Narrative Inquiry, Christiana C. Succar

USF Tampa Graduate Theses and Dissertations

Literacy coaching is not new to education. Since the 2001 shift in the United States (U.S.) educational policy towards high-quality teacher training, accountability, and student achievement, literacy or reading coach positions have been a core part of the educational institution (U. S. Department of Education, 2003). However, with undefined coaching roles and inadequate coach training early in the initiative, minimal impact on effective teacher development and instructional shifts towards closing the achievement gap occurred (Dole, 2003; International Reading Association, 2004).

In the past ten years, more understanding of literacy coaches’ roles and responsibilities has occurred with the publication of numerous …

Exploring Literacy Coaching As A Form Of Staff Development, Kate Matthews Welborn

Walden Dissertations and Doctoral Studies

Following a 2011 audit a school district in the south central United States clarified the role of the literacy coach. However, there were still differences among the literacy coaches as to how they were performing their duties. As a result, the purpose of this study was to gain an understanding of the role of the literacy coach in the participating school district. The theoretical foundation of this study addressed adult learning and was based upon Kegan's constructive development theory and Knowles's theory of androgogy. A case study design was used to explore how 5 literacy coaches implemented literacy staff development …

Teachers Adapting Common Core Informational-Text Writing Instruction For Students With Mild To Moderate Disabilities, Diana Hawley

Doctoral Dissertations

With the adoption of the Common Core State Standards, students must now become skilled at using different types of writing to help them critique text and process information. They also are required to write informational text. Informational-text writing is challenging for students with mild to moderate disabilities, including students with language-learning disabilities, who often struggle with aspects of language necessary for learning to read and write. These students show striking challenges with productivity, grammatical and spelling accuracy, and sentence complexity, with differences in performance by genre (Koutsoftas & Gray, 2012; Scott & Windsor, 2000; Troia, Lin, Cohen, & Monroe, 2011). …