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Thesis (Ed. D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The focus of this study was to create a living portrait of the work life ofliteracy coaches, a new and evolving occupation for staff developers. Coaches with expertise in literacy curriculum, instruction, and assessment have been hired to work with teachers and administrators in urban elementary schools and help them to improve instruction for urban youth. Coaches, teachers, and principals in four northeastern cities participated in this study. Coaches were observed, interviews were conducted, and participants were asked to provide samples of student work, schedules, or other documents that were used to triangulate data obtained from observation and interviews. Of the five coaches in the study (three part-time, external coaches and two fulltime, internal coaches), reports indicate that two of the part-time coaches were most successful. Supervisory or administrative responsibilities, particularly identification and remediation of problematic teachers, created an obstacle for both of the full-time coaches. It created the perception among other members of the faculty that the coaches were forcing a top-down agenda for change. The effectiveness of the principal as an instructional leader, the coaches' ability to manage their daily work, the personality of individual coaches, and process by which they choose to engage teachers also had an effect on their ability to promote change. The successful coaches appealed to the intrinsic motivation of teachers to improve instruction by explicitly demonstrating how some practices are beneficial to students. Having gained the initial commitment of teachers, the successful coaches focused on helping teachers to internalize strategies that would allow them to become more reflective about their practice and better able to adapt instruction to the diverse needs of their students. The successful coaches were working in districts with organized reform initiatives, and were working in schools with principals who were knowledgeable about, and dedicated to literacy reform. Their principals had created time for teacher collaboration and professional development to be part of the teachers' workday. / 2999-01-01

The purpose of this study was to determine if mentoring functions provided within a head coach — assistant coach dyad correlated to overall job satisfaction and occupational turnover intent of Division I Assistant Women Soccer Coaches. This study attempted to identify gender differences in perceived mentor functions and overall occupational turnover intent of Assistant Soccer Coaches. Data from this study helps define the head coach — assistant coach relationship and is applicable to the further development and retention of female collegiate coaches.A purposeful sample of Division I Assistant Women's Soccer Coaches was identified using the 2005 — 2006 National Directory of College Athletics, corresponding institutional athletic websites, and on-line email directories. Participants (N = 182) completed the questionnaire that contained four scales: Mentor Role Instrument, Abridged Job Descriptive Index, Job in General Scale, and an Occupational Turnover Intent Scale.Descriptive tests analyzed the perceived mentor functions that Division I Assistant Women's Soccer Coaches. Participants reported receiving slightly more psychosocial functions (M = 81.1, SD = +1- 32.318) than career-related functions (M = 76.6, SD = +1- 25.001). An independent T-test identified the psychosocial function of social as the only significant gender difference of perceived mentor functions.A Pearson Correlation identified a significant moderate correlation (r = .596; p < .05) between all of the mentor functions and job satisfaction with the exception of the mentor function of parent that demonstrated a low correlation value (r = .236; p <.05). Variance levels demonstrate that mentoring does play a moderately significant role in the job satisfaction of Assistant Women Soccer Coaches; however, other employment factors also contribute to their overall job satisfaction.A regression analysis (p < .05) determined the relationship between mentoring and occupational turnover intent. Psychosocial functions (p = .030) and gender (p = .002) were found to be significant predictors as to how frequently Assistant Women's Soccer Coaches think about getting out of coaching. However, only psychosocial functions (p = .038) presented a significant prediction relationship to actual occupational turnover intent in Assistant Women's Soccer Coaches.According the findings of this study, similar perceived mentor functions were reported by both male and female participants. Mentoring was found to play a significant role in the overall job satisfaction of Assistant Soccer Coaches. In addition, the variables of psychosocial functions and gender were identified as significant predictors of occupational turnover intent. / School of Physical Education, Sport, and Exercise Science

Thesis (M.A.)--University of British Columbia, 2004. / Includes bibliographical references (leaves 127-131). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--Washington State University, August 2006. / Includes bibliographical references (p. 82-100).

Thesis (M.A.)--University of British Columbia, 2004. / Includes bibliographical references (leaves 127-131).

Thesis (M.S.)--Ball State University, 2006. / Includes bibliographical references (leaves 103-112). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Ball State University, 2006. / Includes bibliographical references (leaves 103-112).