Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Patricia N. Anderson

Abstract

AbstractAccording to the National Assessment of Education Progress, students in one state in the midwestern United States showed little change in reading scores despite the use of literacy coaches. The problem of focus in this study was inadequate primary students’ reading achievement in the focus state. Bandura’s social learning theory was used in this basic qualitative study to increase understanding regarding the perspectives of five preschool literacy coaches and five teachers regarding the role of preschool literacy coaches in developing teachers’ literacy pedagogy. The research questions focused on how preschool teachers and preschool literacy coaches each described the role of preschool literacy coaches in developing teachers’ literacy pedagogy. Findings from the data collected with semi structured interviews conducted via Zoom teleconferencing indicated that interaction between coaches and teachers was infrequent, not targeted to the needs of prekindergarten teachers, and often did not focus on early literacy. In addition, these study findings indicated that prekindergarten teachers were less likely than coaches to credit coaching with improvements in their instructional practice. It is recommended that further research be replicated for a more diverse population from other geographical locations and after disruptions caused by the COVID-19 pandemic are several years in the past. This study contributes to social change by indicating the need for greater attention to prekindergarten literacy and especially the critical role of dedicated preschool literacy coaches in developing preschool teachers’ literacy pedagogy and children’s subsequent reading success.

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