Georgia Southern University
The Literary Coach as Instructional Leader: How Three Literacy Coaches in Rural Georgia Improve Teacher Practices
Abstract
dc:description.abstract<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>
Degree
thesis:*- Name thesis:degree_name
- Doctor of Education in Education Administration (Ed.D.)
- Level thesis:degree_level
- Dissertation (open access)
- Discipline thesis:degree_discipline
- Department of Leadership, Technology, and Human Development
- Year dc:date.available
- 2009
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Doyle, Carletha Y.
- Contributors dc:contributor
-
- Charles Reavis
- James Green
Subjects
dc:subject × 12Identifiers
dc:identifier.*- Repository record dc:identifier
- https://digitalcommons.georgiasouthern.edu/etd/1034
- OAI identifier oai:identifier
- oai:digitalcommons.georgiasouthern.edu:etd-2067