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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
Language: English
Authors: Courtney Melinda Maynard (ORCID 0009-0000-6622-9455)
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
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  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED681035
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PubType: Dissertation/ Thesis
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  Data: Non-Classroom Based TK-12 Literacy Coaching: A Qualitative Descriptive Case Study
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  Data: <searchLink fieldCode="AR" term="%22Courtney+Melinda+Maynard%22">Courtney Melinda Maynard</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-6622-9455">0009-0000-6622-9455</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2026Ed.D. Dissertation, American College of Education.
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  Data: 213
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  Data: 2026
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  Data: Dissertations/Theses - Doctoral Dissertations<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Charter+Schools%22">Charter Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Administrators%22">Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Modalities%22">Learning Modalities</searchLink><br /><searchLink fieldCode="DE" term="%22Intermode+Differences%22">Intermode Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Styles%22">Teaching Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Label: Abstract
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  Data: 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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  Data: 2026
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  Data: ED681035
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 213
    Subjects:
      – SubjectFull: Charter Schools
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Administrators
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: Learning Modalities
        Type: general
      – SubjectFull: Intermode Differences
        Type: general
      – SubjectFull: Independent Study
        Type: general
      – SubjectFull: Teaching Styles
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      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: California
        Type: general
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      – TitleFull: Non-Classroom Based TK-12 Literacy Coaching: A Qualitative Descriptive Case Study
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              M: 06
              Type: published
              Y: 2026
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            – TitleFull: Online Submission
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