Date of Award:

5-2012

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

School of Teacher Education and Leadership

Committee Chair(s)

James Dorward

Committee

James Dorward

Committee

James Barta

Committee

Steven Laing

Committee

Lisa Boyce

Committee

Cathy Maahs-Fladung

Abstract

A large suburban school district in northern Utah implemented an elementary school instructional coaching program intended to increase student achievement in reading and mathematics. Program administrators wished to determine the degree to which certain elements of instructional coaching affected student achievement. This no-cost study began with the collection of student achievement data (from state reading and math assessments), coaching data (from time logs), and demographic data (from the district database). Data were analyzed within a three-level hierarchical linear model to determine the predicted effect of coaching on student achievement outcomes.

Coaching factors included the length of time coaches spent with teachers as well as the activities, context, and content of their coaching time. No significant relationships between coaching time and achievement were observed, but several key findings regarding activities, context, and content of coaching activities were identified and discussed. The findings yielded several specific recommendations for coaching practice that can be used by practicing coaches and program administrators seeking to improve student achievement. The study also yielded additional questions and methodological implications that can serve as a foundation for future research on instructional coaching.

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Comments

This work made publicly available electronically on April 12, 2012.

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