Date Approved

6-24-2022

Embargo Period

6-27-2022

Document Type

Thesis

Degree Name

M.A. Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

Advisor

Valarie Lee, Ed.D.

Committee Member 1

Marjorie Madden, Ph.D.

Committee Member 2

Susan Browne, Ed.D.

Keywords

Cognitive Coaching, Instructional Reflection, literacy coach, Mentoring, Reflection, Self-Directed

Subject(s)

Preschool teachers--In-service training; Employees--Coaching of

Disciplines

Curriculum and Instruction | Early Childhood Education | Teacher Education and Professional Development

Abstract

Cognitive Coaching is a model (Costa & Garmston, 1985) designed to help teachers to become more self-directed in both their workplace and their lives. This single case study sought to analyze the effects of the Cognitive Coaching Model on instructional reflection. It also examined the coach's reflection on their strategies and how these strategies affected instructional reflection. One Reading Education graduate student conducted four coaching rounds with one veteran teacher who was teaching preschool for the first time. Data included video recordings, observational notes, Cognitive Coaching Self-Assessments, and researcher journals. This data was analyzed using a comparison/grounded theory that used coding to identify emerging themes. The findings of this study indicated that the use of Cognitive Coaching facilitated instructional reflection that led to instructional change. It was determined that questioning, paraphrasing, and remaining non-judgmental when summarizing observations allowed the teacher to draw conclusions about their instruction and seek to change it for the better. It was also discovered that coaching suggestions could lead to a lack of reflection. The implication of this study supports school districts implementing Cognitive Coaching Model because of its benefits to both staff and students.

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