The Literary Coach as Instructional Leader: How Three Literacy Coaches in Rural Georgia Improve Teacher Practices
Term of Award
Doctor of Education in Education Administration (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department of Leadership, Technology, and Human Development
Committee Member 1
Committee Member 2
Author's abstract: The bar has been raised on student achievement in the United States and on teaching quality as well. Compelling evidence confirms that a teacher's mastery of the academic content of what he or she teaches is critical to engaging students and inspiring them to academic excellence (Addey, 2000; Wilkinson, 2002). In order to truly impact instructional effectiveness, transformations must occur on the frontlines as teachers put research based theories into practice. A major obstacle facing literacy coaches and leadership teams is identifying an effective implementation model and practice that promotes and support high quality literacy instruction through direct, school-based work with teachers in a district. To understand the support of various models, the researcher will examine the experiences of exemplary literacy coaches as evidenced by test scores and coaches who have been named as Coach of the Year by the school district. Therefore, the purpose of this study is to understand the effective practices of exemplary literacy coaches as instructional leaders and the models and strategies being implemented that support teacher development.
Doyle, Carletha Y., "The Literary Coach as Instructional Leader: How Three Literacy Coaches in Rural Georgia Improve Teacher Practices" (2009). Electronic Theses and Dissertations. 1034.
Research Data and Supplementary Material
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons