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dc.contributor.advisorMessner, Phillip E. (Phillip Eugene), 1941-eng
dc.contributor.authorDudley, Allison Fostereng
dc.coverage.spatialMissourieng
dc.date.issued2009eng
dc.date.submitted2009 Springeng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on March 25, 2010).eng
dc.descriptionThesis advisor: Dr. Phillip E. Messner.eng
dc.descriptionVita.eng
dc.descriptionEd. D. University of Missouri-Columbia 2009.eng
dc.description.abstract[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] This study investigated relationships between elements of a collaborative school culture, as perceived by Missouri Reading First coaches, and student reading achievement. The primary purpose was to determine if there were predictive relationships between particular subscales of the School Culture Survey (SCS, Gruenert & Valentine, 1998) and the schools' MAP-CA percentages of proficient third grade students. Another purpose was to determine if Missouri Reading First coaches' experience had an effect on MAPCA percentages of proficient students. Experience factors included: Years as Reading Coach, Prior Job, and Total Years as Educator. A nonexperimental survey correlation design was used. Participants included 31 Missouri Reading First coaches who completed an online survey. The study found that SCS subscales of Collaborative Leadership, Collegial Support, Teacher Collaboration, and Learning Partnership were predictive of schools' MAP-CA percentages of proficient students for the sample population. A surprising finding, which warrants further research, was the inverse relationship of Collaborative Leadership and Teacher Collaboration to reading achievement. This study also found that Reading First coaches in this study who became coaches after the state's first year of Reading First implementation, had been a classroom teacher just prior to becoming a Reading First coach, and had more total educator experience had higher percentages of third grade MAP-CA proficient students.eng
dc.description.bibrefIncludes bibliographical references.eng
dc.format.extentix, 157 pageseng
dc.identifier.oclc574510386eng
dc.identifier.urihttps://hdl.handle.net/10355/6765
dc.identifier.urihttps://doi.org/10.32469/10355/6765eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsAccess is limited to the campus of the University of Missouri--Columbia.eng
dc.subject.lcshMissouri Assessment Programeng
dc.subject.lcshLanguage artseng
dc.subject.lcshReadingeng
dc.subject.lcshThird grade (Education)eng
dc.subject.lcshReading teacherseng
dc.titleRelationship of school culture survey responses from reading first coaches to the Missouri Assessment Program third grade communication arts proficiencyeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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