Improving Teaching Practices in Literacy Instruction of Elementary School Teachers with Instructional Coaching

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dc.contributor.authorSimpson, Karen
dc.contributor.departmentGoucher Collegeen_US
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2020-05-04T18:44:38Z
dc.date.available2020-05-04T18:44:38Z
dc.date.issued2020-05-04
dc.description.abstractThe 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.en_US
dc.format.extent22 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/m21s5y-h1w5
dc.identifier.urihttp://hdl.handle.net/11603/18484
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.subjectInstructional Coachingen_US
dc.subjectLiteracyen_US
dc.subjectTeacher Retentionen_US
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleImproving Teaching Practices in Literacy Instruction of Elementary School Teachers with Instructional Coachingen_US
dc.typeTexten_US

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