Term
Fall 2018
Capstone
Thesis
Degree Name
MALED
Primary Advisor/Dissertation Chair
Maggie Struck
Secondary Advisor/Reader One
Shannon Roney
Peer-Reviewer/Reader Two
Andrea Johnson
Abstract
This action research study explored the language used by the researcher during literacy coaching sessions with six elementary school teachers. The research question addressed in this capstone is, how does the language used in literacy coaching conversations impact teacher self-efficacy? The author reviewed relevant research regarding self-efficacy, the components of effective coaching conversations, and a social constructivist view of language. Key findings from the literature review were used to develop a list of language prompts in order to increase teacher self-efficacy during coaching dialogues. Each research participant engaged in an individual coaching cycle that included a modeling session, two sessions of guided practice, and four coaching conversations. Data collection involved a mixed-methods approach of gathering qualitative and quantitative data from multiple sources including: audio recordings of coaching conversation, coaching journal entries, and teacher self-efficacy surveys. Triangulation of data from all three collection methods was used to analyze and synthesize patterns through the lens of teacher efficacy and coaching language. Findings from the study reveal that the language a literacy coach employs during a coaching conversation has the capacity to positively impact teacher self-efficacy.
Research Methodology
Action Research
Keywords
Literacy, Coaching, Self-efficacy, language
Recommended Citation
Cahill, Nicole, "How Does The Language Used In Literacy Coaching Conversations Impact Teacher Self-Efficacy?" (2018). School of Education and Leadership Student Capstone Theses and Dissertations. 4445.
https://digitalcommons.hamline.edu/hse_all/4445
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations