Department of Teaching, Learning and Teacher Education
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
Date of this Version
6-2012
Abstract
This thesis explores effective coaching strategies that support the classroom teacher in implementing research-based instructional strategies designed to assist English language learners (ELLs) in language acquisition and content learning. Through individual interviews, ELL instructional coaches assisted in the identification of coaching strategies they perceived to be most supportive as classroom teachers learned and implemented instructional strategies for supporting ELL students.
The data gathered from the interviews is organized under four main themes: Developing Partnerships, Identifying Student and Teacher Needs, Practical Applications, and The Role of Professional Development. The data indicated participants strongly endorsed instructional coaching as an effective form of professional development, especially when partnered with formal professional development. This study supports previous scholarship delineating the promise and potential of high-quality coaching for developing coach-teacher partnerships and affecting teaching practices in the classroom.
Adviser: Jenelle Reeves
Included in
Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Secondary Education and Teaching Commons
Comments
A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts, Major: Teaching, Learning, & Teacher Education, Under the Supervision of Professor Jenelle Reeves. Lincoln, Nebraska: June, 2012
Copyright (c) 2012 Cindy Sno Sandman West