Author's abstract: The bar has been raised on student achievement in the United States and on teaching quality as well. Compelling evidence confirms that a teacher's mastery of the academic content of what he or she teaches is critical to engaging students and inspiring them to academic excellence (Addey, 2000; Wilkinson, 2002). In order to truly impact instructional effectiveness, transformations must occur on the frontlines as teachers put research based theories into practice. A major obstacle facing literacy coaches and leadership teams is identifying an effective implementation model and practice that promotes and support high quality literacy instruction through direct, school-based work with teachers in a district. To understand the support of various models, the researcher will examine the experiences of exemplary literacy coaches as evidenced by test scores and coaches who have been named as Coach of the Year by the school district. Therefore, the purpose of this study is to understand the effective practices of exemplary literacy coaches as instructional leaders and the models and strategies being implemented that support teacher development.
","abstract_html":"<p>Author's abstract: The bar has been raised on student achievement in the United States and on teaching quality as well. Compelling evidence confirms that a teacher's mastery of the academic content of what he or she teaches is critical to engaging students and inspiring them to academic excellence (Addey, 2000; Wilkinson, 2002). In order to truly impact instructional effectiveness, transformations must occur on the frontlines as teachers put research based theories into practice. A major obstacle facing literacy coaches and leadership teams is identifying an effective implementation model and practice that promotes and support high quality literacy instruction through direct, school-based work with teachers in a district. To understand the support of various models, the researcher will examine the experiences of exemplary literacy coaches as evidenced by test scores and coaches who have been named as Coach of the Year by the school district. Therefore, the purpose of this study is to understand the effective practices of exemplary literacy coaches as instructional leaders and the models and strategies being implemented that support teacher development.</p>","abstract_has_math":false,"creators":["Doyle, Carletha Y."],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Charles Reavis","James Green"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-01-01T08:00:00Z","date_published":"2009-01-01T08:00:00Z","updated_at":"2026-07-24T02:27:41Z","subjects":["ETD","instructional effectiveness","literacy coach","student achievement","teacher development","leadership","teaching quality","research based practices","literacy coaching","Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/1034","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Charles Reavis","James Green"]},{"key":"dc:creator","label":"Author","values":["Doyle, Carletha Y."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2014-02-25T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","instructional effectiveness","literacy coach","student achievement","teacher development","leadership","teaching quality","research based practices","literacy coaching","Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/1034"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Author's abstract: The bar has been raised on student achievement in the United States and on teaching quality as well. Compelling evidence confirms that a teacher's mastery of the academic content of what he or she teaches is critical to engaging students and inspiring them to academic excellence (Addey, 2000; Wilkinson, 2002). In order to truly impact instructional effectiveness, transformations must occur on the frontlines as teachers put research based theories into practice. A major obstacle facing literacy coaches and leadership teams is identifying an effective implementation model and practice that promotes and support high quality literacy instruction through direct, school-based work with teachers in a district. To understand the support of various models, the researcher will examine the experiences of exemplary literacy coaches as evidenced by test scores and coaches who have been named as Coach of the Year by the school district. Therefore, the purpose of this study is to understand the effective practices of exemplary literacy coaches as instructional leaders and the models and strategies being implemented that support teacher development.
"]},{"key":"dc:title","label":"Title","values":["The Literary Coach as Instructional Leader: How Three Literacy Coaches in Rural Georgia Improve Teacher Practices"]}]}],"canonical_facts":{"dc:contributor":["Charles Reavis","James Green"],"dc:creator":["Doyle, Carletha Y."],"dc:date.available":["2014-02-25T08:00:00Z"],"dc:description.abstract":["Author's abstract: The bar has been raised on student achievement in the United States and on teaching quality as well. Compelling evidence confirms that a teacher's mastery of the academic content of what he or she teaches is critical to engaging students and inspiring them to academic excellence (Addey, 2000; Wilkinson, 2002). In order to truly impact instructional effectiveness, transformations must occur on the frontlines as teachers put research based theories into practice. A major obstacle facing literacy coaches and leadership teams is identifying an effective implementation model and practice that promotes and support high quality literacy instruction through direct, school-based work with teachers in a district. To understand the support of various models, the researcher will examine the experiences of exemplary literacy coaches as evidenced by test scores and coaches who have been named as Coach of the Year by the school district. Therefore, the purpose of this study is to understand the effective practices of exemplary literacy coaches as instructional leaders and the models and strategies being implemented that support teacher development.
"],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/1034"],"dc:subject":["ETD","instructional effectiveness","literacy coach","student achievement","teacher development","leadership","teaching quality","research based practices","literacy coaching","Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research"],"dc:title":["The Literary Coach as Instructional Leader: How Three Literacy Coaches in Rural Georgia Improve Teacher Practices"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:27:41Z"}