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dc.contributor.authorClarkson, Elizabeth Rochelle
dc.date.accessioned2014-03-04T21:01:14Z
dc.date.available2014-03-04T21:01:14Z
dc.date.issued2013-05
dc.identifier.otherclarkson_elizabeth_r_201305_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/clarkson_elizabeth_r_201305_edd
dc.identifier.urihttp://hdl.handle.net/10724/28694
dc.description.abstractThe purpose of this study was to analyze existing data from one quasi-experimental study that was part of an Early Reading First grant to understand the relationship of coaching hours on child outcomes, teacher practices, and/or changes in the classroom environment. Research questions included 1) What are the relationships between coaching hours and children’s literacy outcomes? and 2) What is the relationship between coaching hours and teacher practices and/or changes in the preschool classroom environment? Child outcomes were measured by significant increases in the posttest scores of children’s Peabody Picture Vocabulary Test, Fourth Edition (PPVT), the Expressive Vocabulary Test, Second Edition (EVT), and the Phonological Awareness and Literacy Screening (PALS Pre-K) assessments. Teacher practices and classroom environments were measured by changes in the classroom Early Language and Literacy Classroom Observation (ELLCO) posttest scores. Findings suggested that in the area of receptive language, students made significant gains pretest to posttest, but the interaction and group effects were not significant. For expressive oral language, findings indicate statistically significant differences in the time analysis and in the group effect. On Rhyme Awareness, the time effect between pretest and posttest and the interaction term between Rhyme Awareness and condition were both significant; however, there was not a statistically significant difference for the group effect. Findings also indicated positive correlations between Observation and the PPVT and EVT posttest scores. However, there were also several statistically significant negative correlations including: Public Practice and Pre and Post Conferencing to the PPVT posttest scores, Pre and Post Conference to the EVT posttest scores, and Pre and Post Conference and Study Groups to the Print and Word Awareness section of the PALS Pre-K. No statistically significant differences in the time analysis, interaction term, or group effect on any of the classroom environment variables were found. On the ELLCO measure, there were no statistically significant correlations between the number of coaching hours and ELLCO posttest scores, including teachers who participated in Years 1, 2, and 3 of the grant.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectEarly Childhood Education and Literacy Coaching
dc.subjectLiteracy Coaching
dc.subjectLiteracy Coaching and Time
dc.subjectTime, Literacy Coaching and Student Achievement
dc.subjectLiteracy Coaching and Children’s Literacy Outcomes
dc.titleThe relationship between coaching hours and children's literacy outcomes, teacher practices, and/or changes in the preschool classroom environment
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentLifelong Education, Administration, and Policy
dc.description.majorEducational Leadership
dc.description.advisorSally Zepeda
dc.description.committeeSally Zepeda
dc.description.committeeCatherine Sielke
dc.description.committeeStacey Neuharth-Pritchett


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