Improving Teaching Practices in Literacy Instruction of Elementary School Teachers with Instructional Coaching
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Date
2020-05-04
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Goucher College
Program
Masters of Education
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Abstract
The purpose of this study was to determine if instructional coaching had an academic impact on one fourth grade classroom and teacher when teaching writing workshop. The instructional coaching technique used by the researcher was the Gradual Release Coaching Cycle. The measurement tool utilized was a pre- and post- opinion writing rubric developed by Anne Arundel County Public School System. After collecting and analyzing data on the pre- and post-rubric of the twenty-nine students in the class, the null hypothesis was rejected because there was a statistically significant difference between the pre- and post-writing assessment. Research should continue because instructional coaching models and instructional coaches are becoming more prominent in school systems across the nation in order to provide support for teachers and improve student achievement.