Non-Classroom Based TK-12 Literacy Coaching: A Qualitative Descriptive Case Study
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| Title: | Non-Classroom Based TK-12 Literacy Coaching: A Qualitative Descriptive Case Study |
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| Language: | English |
| Authors: | Courtney Melinda Maynard (ORCID |
| Source: | Online Submission. 2026Ed.D. Dissertation, American College of Education. |
| Peer Reviewed: | N |
| Page Count: | 213 |
| Publication Date: | 2026 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations Tests/Questionnaires |
| Education Level: | Elementary Secondary Education Elementary Education Secondary Education |
| Descriptors: | Charter Schools, Elementary Secondary Education, Elementary School Teachers, Secondary School Teachers, Administrators, Teacher Attitudes, Administrator Attitudes, Literacy, Coaching (Performance), Learning Modalities, Intermode Differences, Independent Study, Teaching Styles, Electronic Learning |
| Geographic Terms: | California |
| Abstract: | Non-classroom-based charter (NCBC) schools expanded rapidly in response to demand for flexible instructional models; however, literacy outcomes in these settings remained persistently low. Although literacy coaching is well established as an effective learning strategy in traditional school contexts, limited research had examined its application within NCBC environments. The purpose of this qualitative descriptive case study was to explore TK-12 independent study teachers' and school leaders' perceptions of an applied literacy coaching program within a Southern California NCBC school. Grounded in social constructivist theory, the study examined how literacy coaching was perceived in relation to instructional practice, collaboration, and organizational coherence across instructional modalities. Three research questions guided the study, addressing perceptions of (a) literacy coaching implementation, (b) its impact on individual instructional practice, and (c) its influence on collective instructional practice. Purposive sampling was used to select 15 teachers and school leaders engaged in a school-wide literacy initiative. Data were collected through open-ended questionnaires, field-based observations using reflexive notes, and document analysis. Data analysis followed Braun and Clarke's six-step thematic analysis process, supported by MAXQDA software. Findings revealed convergent themes related to instructional coherence, professional collaboration, equity-oriented supports, and the practical constraints of implementation. Results indicated that literacy coaching was perceived as central to strengthening instructional coherence and professional collaboration in the NCBC context, with implications for leadership, instructional practice, and future research. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED681035 |
| Database: | ERIC |
| Abstract: | Non-classroom-based charter (NCBC) schools expanded rapidly in response to demand for flexible instructional models; however, literacy outcomes in these settings remained persistently low. Although literacy coaching is well established as an effective learning strategy in traditional school contexts, limited research had examined its application within NCBC environments. The purpose of this qualitative descriptive case study was to explore TK-12 independent study teachers' and school leaders' perceptions of an applied literacy coaching program within a Southern California NCBC school. Grounded in social constructivist theory, the study examined how literacy coaching was perceived in relation to instructional practice, collaboration, and organizational coherence across instructional modalities. Three research questions guided the study, addressing perceptions of (a) literacy coaching implementation, (b) its impact on individual instructional practice, and (c) its influence on collective instructional practice. Purposive sampling was used to select 15 teachers and school leaders engaged in a school-wide literacy initiative. Data were collected through open-ended questionnaires, field-based observations using reflexive notes, and document analysis. Data analysis followed Braun and Clarke's six-step thematic analysis process, supported by MAXQDA software. Findings revealed convergent themes related to instructional coherence, professional collaboration, equity-oriented supports, and the practical constraints of implementation. Results indicated that literacy coaching was perceived as central to strengthening instructional coherence and professional collaboration in the NCBC context, with implications for leadership, instructional practice, and future research. |
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