Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Katherine Callard

Abstract

The problem in a local school district in the Southwest region of the United States was the lack of improvement in reading achievement scores in Grades 3 through 5 despite the implementation of a literacy coaching program during the previous 3 years. This lack of improvement in reading achievement has an impact on students’ subsequent academic performance and outcomes. The purpose of this basic qualitative study was to explore the perspectives of teachers and literacy coaches in the local setting regarding the challenges in implementing the literacy coaching program. The conceptual framework of the study was Vygotsky's third space theory. The key research question concerned the perspectives of teachers and literacy coaches in the local setting regarding the challenges in implementing the literacy coaching program for students in Grades 3 through 5. Data were obtained through semistructured interviews with 12 literacy teachers and four literacy coaches in a single school district, and themes were determined through the use of inductive coding. Participants indicated a positive view of the coaching program but identified large caseloads and limited time as hindrances to the effectiveness of the coaching. The study may contribute to positive social change in the broader education profession by offering insights for improving the effectiveness of literacy coaching.

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