Changes in Elementary Teachers' Implementation of Comprehension Strategies While Engaged in Collaborative Coaching

Autor/in	Carter, Teresa J.
Titel	Changes in Elementary Teachers' Implementation of Comprehension Strategies While Engaged in Collaborative Coaching
Quelle	(2012), (255 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-1694-3
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Students; Elementary School Teachers; Rural Schools; Program Implementation; Educational Change; Reading Comprehension; Reading Strategies; Teacher Behavior; Teacher Attitudes; Meetings; Interviews; Risk; Self Management; Data; Learning Theories; Qualitative Research; Case Studies; Cooperation; Teacher Collaboration; Reading Instruction + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Bildungsreform; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Teacher behaviour; Lehrerverhalten; Meeting; Tagung; Interviewing; Interviewtechnik; Risiko; Selbstmanagement; Daten; Learning theory; Lerntheorie; Qualitative Forschung; Case study; Fallstudie; Case Study; Co-operation; Kooperation; Lehrerkooperation; Leseunterricht
Abstract	Students in a rural elementary school in the southeastern United States were not performing well in comprehension development. Educators at the school needed more information on ways to enhance student understanding and performance. The purpose of this qualitative case study was to explore how elementary teachers' implemented comprehension strategies while engaged in collaborative coaching. Adult learning and developmental learning theories informed the study. Research questions focused on teachers' behaviors and perceptions about teaching comprehension based on their experiences with collaborative coaching. Qualitative data were obtained from interviews with 8 teachers, notes from a coaching journal, and minutes from grade level meetings. A combination of a priori and open coding was used to support interpretive analysis. Primary themes identified were (a) increased risk taking and enhanced teacher confidence, (b) additional conversations about, and the use of, student data related to instruction, (c) increased use of comprehension strategies in the classroom, (d) increased use of higher-level questions while teaching, and (e) appreciation for continued collaboration with, and support from, colleagues. Primary recommendations were (a) more professional development and coaching support for teachers on teaching comprehension, (b) expansion of literacy-related professional development across the district, and (c) coaches working in classrooms. Positive social change implications include improvement in the teaching of literacy and improvement in student literacy and comprehension performance, thus leading to greater student confidence in life and work. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10