The Effects of Teacher Mentoring and Coaching on Student Reading Achievement

Author/Creator

Author/Creator ORCID

Date

2020-05-12

Department

Education

Program

Masters of Education

Citation of Original Publication

Rights

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Attribution 3.0 United States

Abstract

The 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.