Research has shown that successful models of school change have several common features: a balance of teacher autonomy and accountability, high-quality professional development, quality leadership, and the support of an outside partner. One model that has these features is the comprehensive literacy model within the Partnership of Comprehensive Literacy model. This mixed methods study examined the language of scaffolding that occurred in three settings within the model: grade level meetings, coaching and mentoring, and small group instruction. Participants in this study included the literacy coaches, interventionists and first-grade teachers at two schools within the PCL network. Three levels of scaffolding were identified in the three activity settings at both schools: Telling and Teaching, Directing and Demonstrating, and Prompting and Guiding. Quantitative data analysis found that participants in all three activity settings used Directing and Demonstrating prompts significantly more than the other two types of scaffolds, with the exception of the literacy coach at one school who used Directing and Demonstrating significantly less that the other two types of scaffolds. Three themes emerged from the qualitative data: Time, Identification of Student Strengths and Weaknesses, and Situated Identities. The findings suggest that coaches and interventionists use scaffolded language with teachers just as teachers use scaffolded language with students. Analysis of this scaffold use could be beneficial for building collective expertise among school staff.
","abstract_html":"<p><strong> </strong>Research has shown that successful models of school change have several common features: a balance of teacher autonomy and accountability, high-quality professional development, quality leadership, and the support of an outside partner. One model that has these features is the comprehensive literacy model within the Partnership of Comprehensive Literacy model. This mixed methods study examined the language of scaffolding that occurred in three settings within the model: grade level meetings, coaching and mentoring, and small group instruction. Participants in this study included the literacy coaches, interventionists and first-grade teachers at two schools within the PCL network. Three levels of scaffolding were identified in the three activity settings at both schools: Telling and Teaching, Directing and Demonstrating, and Prompting and Guiding. Quantitative data analysis found that participants in all three activity settings used Directing and Demonstrating prompts significantly more than the other two types of scaffolds, with the exception of the literacy coach at one school who used Directing and Demonstrating significantly less that the other two types of scaffolds. Three themes emerged from the qualitative data: Time, Identification of Student Strengths and Weaknesses, and Situated Identities. The findings suggest that coaches and interventionists use scaffolded language with teachers just as teachers use scaffolded language with students. Analysis of this scaffold use could be beneficial for building collective expertise among school staff.</p>","abstract_has_math":false,"creators":["Wagner, Kimberlee"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Reading, Language and Literacy","degree_department":null,"school":null,"contributors":["Dr. Ruth Quiroa"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-12-01T08:00:00Z","date_published":"2018-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["Scaffolding","Teacher Collaboration","Partnerships in Comprehensive Literacy","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/343","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Ruth Quiroa"]},{"key":"dc:creator","label":"Author","values":["Wagner, Kimberlee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-01-16T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Reading, Language and Literacy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Scaffolding","Teacher Collaboration","Partnerships in Comprehensive Literacy","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/343"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Research has shown that successful models of school change have several common features: a balance of teacher autonomy and accountability, high-quality professional development, quality leadership, and the support of an outside partner. One model that has these features is the comprehensive literacy model within the Partnership of Comprehensive Literacy model. This mixed methods study examined the language of scaffolding that occurred in three settings within the model: grade level meetings, coaching and mentoring, and small group instruction. Participants in this study included the literacy coaches, interventionists and first-grade teachers at two schools within the PCL network. Three levels of scaffolding were identified in the three activity settings at both schools: Telling and Teaching, Directing and Demonstrating, and Prompting and Guiding. Quantitative data analysis found that participants in all three activity settings used Directing and Demonstrating prompts significantly more than the other two types of scaffolds, with the exception of the literacy coach at one school who used Directing and Demonstrating significantly less that the other two types of scaffolds. Three themes emerged from the qualitative data: Time, Identification of Student Strengths and Weaknesses, and Situated Identities. The findings suggest that coaches and interventionists use scaffolded language with teachers just as teachers use scaffolded language with students. Analysis of this scaffold use could be beneficial for building collective expertise among school staff.
"]},{"key":"dc:title","label":"Title","values":["Scaffolded Discourse Within a Comprehensive Literacy Model"]}]}],"canonical_facts":{"dc:contributor":["Dr. Ruth Quiroa"],"dc:creator":["Wagner, Kimberlee"],"dc:date.available":["2019-01-16T08:00:00Z"],"dc:description.abstract":["Research has shown that successful models of school change have several common features: a balance of teacher autonomy and accountability, high-quality professional development, quality leadership, and the support of an outside partner. One model that has these features is the comprehensive literacy model within the Partnership of Comprehensive Literacy model. This mixed methods study examined the language of scaffolding that occurred in three settings within the model: grade level meetings, coaching and mentoring, and small group instruction. Participants in this study included the literacy coaches, interventionists and first-grade teachers at two schools within the PCL network. Three levels of scaffolding were identified in the three activity settings at both schools: Telling and Teaching, Directing and Demonstrating, and Prompting and Guiding. Quantitative data analysis found that participants in all three activity settings used Directing and Demonstrating prompts significantly more than the other two types of scaffolds, with the exception of the literacy coach at one school who used Directing and Demonstrating significantly less that the other two types of scaffolds. Three themes emerged from the qualitative data: Time, Identification of Student Strengths and Weaknesses, and Situated Identities. The findings suggest that coaches and interventionists use scaffolded language with teachers just as teachers use scaffolded language with students. Analysis of this scaffold use could be beneficial for building collective expertise among school staff.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/343"],"dc:subject":["Scaffolding","Teacher Collaboration","Partnerships in Comprehensive Literacy","Teacher Education and Professional Development"],"dc:title":["Scaffolded Discourse Within a Comprehensive Literacy Model"],"thesis:degree_discipline":["Reading, Language and Literacy"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}