Degree Date

12-2018

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Reading, Language and Literacy

First Advisor

Dr. Ruth Quiroa

Abstract

Research has shown that successful models of school change have several common features: a balance of teacher autonomy and accountability, high-quality professional development, quality leadership, and the support of an outside partner. One model that has these features is the comprehensive literacy model within the Partnership of Comprehensive Literacy model. This mixed methods study examined the language of scaffolding that occurred in three settings within the model: grade level meetings, coaching and mentoring, and small group instruction. Participants in this study included the literacy coaches, interventionists and first-grade teachers at two schools within the PCL network. Three levels of scaffolding were identified in the three activity settings at both schools: Telling and Teaching, Directing and Demonstrating, and Prompting and Guiding. Quantitative data analysis found that participants in all three activity settings used Directing and Demonstrating prompts significantly more than the other two types of scaffolds, with the exception of the literacy coach at one school who used Directing and Demonstrating significantly less that the other two types of scaffolds. Three themes emerged from the qualitative data: Time, Identification of Student Strengths and Weaknesses, and Situated Identities. The findings suggest that coaches and interventionists use scaffolded language with teachers just as teachers use scaffolded language with students. Analysis of this scaffold use could be beneficial for building collective expertise among school staff.

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