The Effects of Teacher Mentoring and Coaching on Student Reading Achievement
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Date
2020-05-12
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Department
Education
Program
Masters of Education
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Attribution 3.0 United States
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.