Investigating the Effectiveness of a Comprehensive Literacy Coaching Program in Schools with High Teacher Mobility

Autor/inn/en	Matsumura, Lindsay Clare; Garnier, Helen E.; Correnti, Richard; Junker, Brian; Bickel, Donna DiPrima
Titel	Investigating the Effectiveness of a Comprehensive Literacy Coaching Program in Schools with High Teacher Mobility
Quelle	In: Elementary School Journal, 111 (2010) 1, S.35-62 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/653469
Schlagwörter	Teaching Methods; Content Area Reading; Teacher Persistence; Standardized Tests; Second Language Learning; Program Effectiveness; Faculty Mobility; Faculty Development; Longitudinal Studies; Teacher Recruitment; English (Second Language); Instructional Effectiveness; Teacher Effectiveness; Literacy Education; Prediction + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Sinnerfassendes Lesen; Standadised tests; Standardisierter Test; Zweitsprachenerwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrerrekrutierung; English as second language; English; Second Language; Englisch als Zweitsprache; Unterrichtserfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Vorhersage
Abstract	Teacher mobility is a factor that impacts schoolwide implementation of professional development programs. In this article, we present interim results of a longitudinal randomized field trial of a comprehensive literacy coaching program (Content-Focused Coaching, CFC) for improving instruction and learning in schools with high teacher mobility. We investigate program effects on 73 new treatment and comparison teachers recruited to replace the large proportion of teachers who left their schools during the first year of the program. HLM analyses indicated that the CFC program predicted significantly higher school-level gains on the state standardized test for English language learners (N = 496, ES = 0.51). By spring, the quality of teachers' self-reported and observed instruction in the CFC schools exceeded that of comparison teachers. Implications for accommodating new teachers into an ongoing and established coaching program to improve instruction and student learning, and conducting randomized trials in schools with high teacher turnover, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10