Diane Stephens|Denise N. Morgan|Diane DeFord|Amy Donnelly|Erin Hamel|Karin Keith|David A. Brink|Robert L. Johnson|Michael A. Seaman|Jennifer Young|Dorinda J. Gallant|Shiqi Hao|S. Rebecca Leigh
The Impact of Literacy Coaches on Teachers’ Beliefs and Practices
University of South Carolina|Kent State University|University of South Carolina|University of South Carolina|Winthrop University|East Tennessee State University|University of South Carolina|University of South Carolina|University of South Carolina|University of South Carolina|The Ohio State University|Michigan Department of Education|Oakland University
field literacy education long concerned question help classroom teachers improve practices students improve readers although consensus characterizes effective professional development reading research consensus based often small scale involves direct support provided university faculty south carolina reading initiative exception statewide sitebased largescale staff development effort led siteselected literacy coaches although university faculty provide longterm staff development coaches faculty directly involved professional development provided teachers study sought understand whether sitebased sitechosen literacy coaches could help teachers beliefs practices become consistent field considers best practices understand teacher change used two surveys theoretical orientation reading profile n 817 south carolina reading profile n 1005 case study research n 39 document teachers beliefs practices also access state department survey n 1428 across data found teachers beliefs practices became increasingly consistent best practices defined standards set south carolina state department education standards consistent national standards suggests largescale staff development affect teachers providers sitebased siteselected literacy coaches