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The Implications of Instructional Coaches’ Participation in Professional Learning Community Collaborative Team Meetings

dc.contributor.authorThomas, Tesha J.
dc.contributor.advisorWaldron, Chad
dc.date.accessioned2019-12-16T20:53:45Z
dc.date.availableNO_RESTRICTIONen_US
dc.date.available2019-12-16T20:53:45Z
dc.date.issued2019-12
dc.date.submitted2019
dc.identifier.urihttps://hdl.handle.net/2027.42/152356
dc.description.abstractThis study used a parallel mixed-methods design to explore how instructional coaching impacts the effectiveness of Professional Learning Community (PLC) collaborative team meetings focused on reading instruction in grades 3, 4 and 5 in a suburban Michigan school. The research question of interest was: What are the implications of an instructional coach’s participation in Professional Learning Community (PLC) grade level/content area collaborative team meetings focused on elementary reading instruction in grades 3 to 5 in a suburban Michigan classroom? Qualitative and quantitative data were collected through PLC collaborative team meeting observations, analysis of team artifacts, and results of a survey comprised of open and closed-ended questions. The data were analyzed using the constant comparative method through descriptive statistics, coding, and the identification of patterns, emerging themes and theories. The study concluded that coaches’ participation in PLC collaborative team meetings led to an increase in elements of highly effective PLCs, especially when coaches intentionally utilized specific coaching stances. These results add to the limited body of research on instructional coaching in a group setting and provide the participating school and district with feedback about their PLC collaborative teams. Furthermore, the study provides data educators can use when making decisions about high-quality professional development.en_US
dc.language.isoen_USen_US
dc.subjectelementary schoolen_US
dc.subjectinstructional coachen_US
dc.subjectreadingen_US
dc.subjectprofessional learning communitiesen_US
dc.subject.otherEducational leadershipen_US
dc.subject.otherEducationen_US
dc.subject.otherElementary Educationen_US
dc.titleThe Implications of Instructional Coaches’ Participation in Professional Learning Community Collaborative Team Meetingsen_US
dc.typeThesisen_US
dc.description.thesisdegreenameDoctor of Education (EdD)en_US
dc.description.thesisdegreedisciplineEducationen_US
dc.description.thesisdegreegrantorUniversity of Michigan-Flinten_US
dc.contributor.committeememberRoss McClain, Pamela
dc.identifier.uniqname77452623en_US
dc.description.bitstreamurlhttps://deepblue.lib.umich.edu/bitstream/2027.42/152356/1/ThomasT2019.pdf
dc.identifier.orcidhttps://orcid.org/0000-0003-2077-0136en_US
dc.description.filedescriptionDescription of ThomasT2019.pdf : Thesis
dc.identifier.name-orcidThomas, Tesha; 0000-0003-2077-0136en_US
dc.owningcollnameDissertations and Theses (Ph.D. and Master's)


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