Date of Award
Doctor of Education (EdD)
Dr. John Gabriel
Dr. Katie Van Sluys
Dr. Liliana Zecker
Using qualitative research methods, this study examines the professional development model of literacy coaching. Literacy coaches and classroom teachers were interviewed to explore the work of literacy coaching. The findings of this study indicate the importance of relationship building as part of the work of literacy coaching. It also indicates that literacy coaching is ongoing and requires a significant amount of time for implementation. Additionally, the principal not only has a significant impact on setting the purpose and providing support for literacy coaching but also impacting the teachers’ use of time within a school. Also, systemic support within a school was suggested as necessary to support literacy coaching during interviews had with the literacy coaches participating in this study.
Murer, Holly Jo, "The Role of a Literacy Coach in Supporting Instructional Improvement and Student Achievement" (2009). College of Education Theses and Dissertations. 38.
Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons