Current Search: Zugelder, Gina (x)
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(1 - 2 of 2)
- Title
- A Framework for Transforming Elementary Literacy Coaches' Professional Learning.
- Creator
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Forsythe, Lenora, Zygouris-Coe, Vassiliki, Hopp, Carolyn, Puig, Enrique, Roberts, Sherron, Zugelder, Gina, University of Central Florida
- Abstract / Description
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Elementary literacy coaches serve as one component in a professional learning system tosupport teacher learning. This dissertation in practice intended to highlight the need for an effective professional learning system for elementary literacy coaches that will enable them to impact teacher and student learning. The pilot study explored needs and perspectives of professional learning opportunities for elementary literacy coaches in a central Florida school district. Findings from the pilot...
Show moreElementary literacy coaches serve as one component in a professional learning system tosupport teacher learning. This dissertation in practice intended to highlight the need for an effective professional learning system for elementary literacy coaches that will enable them to impact teacher and student learning. The pilot study explored needs and perspectives of professional learning opportunities for elementary literacy coaches in a central Florida school district. Findings from the pilot study, along with literature surrounding the topic, resulted in the design of A Framework for Elementary Literacy Coaches' Professional Learning. This Framework utilized components from existing resources to develop access points for literacy coaches' professional learning. Access points included choice in coaching cycles, collaborative learning communities among coaches, and differentiated learning opportunities for literacy coaches to build their repertoire of literacy content knowledge and coaching skills. Theoreticalcontributions of adult learning and the sociocultural learning perspective within the Framework ensured literacy coaches' choice, ownership, and embedded learning opportunities. Suggested use for this dissertation in practice is to inform professional learning practices for in-service and pre-service elementary literacy coaches to ensure continued growth in coaching skills and literacy knowledge.
Show less - Date Issued
- 2016
- Identifier
- CFE0006300, ucf:51610
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006300
- Title
- Elementary Reading Coaches in Florida: A Study of their Background, Experiences, Coaching Activities, Time, and Other Factors Related to Reading Achievement.
- Creator
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Zugelder, Gina, Wegmann, Susan, Taylor, Rosemarye, Roberts, Sherron, Clements, Taylar, Puig, Enrique, University of Central Florida
- Abstract / Description
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The focus of this research was to investigate and clarify the daily work lives of elementary reading coaches in central Florida by studying their background, academic and professional experiences. The beliefs and perceptions of the reading coaches on factors that influence reading achievement were examined. The responses from 96 participating elementary reading coaches were used to investigate (a) the relationship between demographic information, professional experiences, and academic...
Show moreThe focus of this research was to investigate and clarify the daily work lives of elementary reading coaches in central Florida by studying their background, academic and professional experiences. The beliefs and perceptions of the reading coaches on factors that influence reading achievement were examined. The responses from 96 participating elementary reading coaches were used to investigate (a) the relationship between demographic information, professional experiences, and academic background of the reading coach, (b) the percentage of time reading coaches engaged in specific coaching activities, and (c) the linkage between coaching activities and change in the Florida Comprehensive Assessment Test developmental scale scores. Data from a web-based survey and personal interviews were used to collect pertinent data to understand the daily work lives of the elementary reading coaches and bring awareness to perceptions, successes and hindrances to the role and the impact on reading achievement. Descriptive statistics were used to present demographic, professional and academic information about the reading coaches. Multiple regression analyses were performed using time allocated to coaching activities and the change in reading achievement to determine existing relationships. Developmental scale score change was examined from the baseline year to the third year. Qualitative analyses were used to determine reading coach themes from the survey responses. Participant profiles, calling on the tenets of case study methodology, were developed based on the triangulated data. Narrative descriptions of coaching data for the participant profiles were organized by years of teaching experience of the reading coach. The results of the study indicated that reading coaches perceived coach-teacher collaboration to be the most influential activity affecting reading achievement. This perception was not congruent with finding of time spent and change on reading achievement. Recommendations were presented including a formalized understanding of the daily work lives of reading coaches by school districts, administrators and the reading coaches themselves.
Show less - Date Issued
- 2012
- Identifier
- CFE0004286, ucf:49530
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004286
