The Effects of Teacher Mentoring and Coaching on Student Reading Achievement

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dc.contributor.authorVockroth, Caitlin
dc.contributor.departmentEducationen_US
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2020-05-12T15:34:15Z
dc.date.available2020-05-12T15:34:15Z
dc.date.issued2020-05-12
dc.description.abstractThe purpose of this study was to determine if mentoring/coaching for teachers impacts student reading achievement data. The measurement tool was the Fountas and Pinnell Benchmark Assessment. This study involved use of a pretest/posttest design to compare data from September 2019 (before the mentoring/coaching was implemented) to data from January 2020 (after the mentoring/coaching was implemented). Achievement gains in the experimental group were significant as compared to achievement gains in the control group. Research in this area should continue with larger participant groups over longer periods of time.en_US
dc.format.extent28 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/m2zyit-fn9i
dc.identifier.urihttp://hdl.handle.net/11603/18553
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.rightsAttribution 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/us/*
dc.subjectMentoringen_US
dc.subjectReading (Elementary) -- Researchen_US
dc.subjectLiteracyen_US
dc.subjectCoachingen_US
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleThe Effects of Teacher Mentoring and Coaching on Student Reading Achievementen_US
dc.typeTexten_US

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