A Case Study: Teachers' Perceptions of Instructional Coaching and Video Reflection on Secondary Reading Instruction

Autor/in	Abner, Ingrid Yvette
Titel	A Case Study: Teachers' Perceptions of Instructional Coaching and Video Reflection on Secondary Reading Instruction
Quelle	(2017), (149 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Alabama Agricultural and Mechanical University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3557-0843-1
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Teacher Attitudes; Coaching (Performance); Video Technology; Reflection; Reading Instruction; Secondary School Teachers; High Schools; Instructional Improvement; Urban Schools; Literacy; Questionnaires; Interviews; Focus Groups; Content Area Reading; Alabama + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Lehrerverhalten; Leseunterricht; High school; Oberschule; Unterrichtsqualität; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Alphabetisierung; Schreib- und Lesefähigkeit; Fragebogen; Interviewing; Interviewtechnik; Sinnerfassendes Lesen
Abstract	The purpose of this dissertation research was to identify a clear connection between teacher reflection, instructional coaching, and improved secondary reading instruction. During this case study, teachers explain and describe their understanding of the impact that two elements, instructional coaching and video reflection, have on secondary reading instruction in a small, inner city setting. The literature details the change in teacher practices and the degree to which those changes were impacted by coaching and reflection. This study described the historical context, purpose, and function of an effective instructional coaching process. The study also examined instructional coaching in the specific context of secondary literacy coaching across content areas. For this case study, questionnaires, interviews, and a focus group were conducted with eleven teachers at a Central Alabama high school. Collections of data from each of the three methods commenced and were subsequently collected, analyzed, and aggregated to examine the respondents' differences in perceptions on the impact of instructional coaching and video reflection. [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	2020/1/01