| Title |
Salazar, Eva_MED_2025 |
| Alternative Title |
The Effects of Self-Assessment and Coaching on Teacher Implementation of High Leverage; Practices |
| Creator |
Salazar, Eva |
| Collection Name |
Master of Education |
| Description |
The purpose of this study was to examine the effects of; self-assessment and coaching accompanied by verbal feedback on the implementation of High-; Leverage Practice 18 (HLP 18), Use Strategies to Promote Active Student Engagement, in order; to evaluate their impact on teacher instructional behavior and, ultimately, on students' reading; skill development. |
| Abstract |
Reading instruction is a fundamental component of a student's education and is widely; acknowledged as critical to their long-term academic success. Despite the well-documented; importance of reading curricula, educators frequently encounter difficulties in sustaining student; engagement, supporting learners who struggle with reading, and effectively implementing; evidence-based instructional strategies. The purpose of this study was to examine the effects of; self-assessment and coaching accompanied by verbal feedback on the implementation of High-; Leverage Practice 18 (HLP 18), Use Strategies to Promote Active Student Engagement, in order; to evaluate their impact on teacher instructional behavior and, ultimately, on students' reading; skill development. High-leverage practices (HLPs) offer a research-supported framework for; promoting active student engagement in reading instruction. An ABC single-subject research; design was used to evaluate the effects of self-assessment and coaching with verbal feedback; across three distinct phases: baseline, self-assessment, and coaching. The findings indicated a; positive progression in teacher behavior following the implementation of each intervention; phase, with the coaching condition yielding the most substantial improvement in the use of highleverage; practices. |
| Subject |
Self-evaluation; Curriculum evaluation--United States |
| Digital Publisher |
Digitized by Special Collections & University Archives, Stewart Library, Weber State University. |
| Date |
2025 |
| Medium |
Thesis |
| Type |
Text |
| Access Extent |
74 page pdf |
| Conversion Specifications |
Adobe Acrobat |
| Language |
eng |
| Rights |
The author has granted Weber State University Archives a limited, non-exclusive, royalty-free license to reproduce his or her thesis, in whole or in part, in electronic or paper form and to make it available to the general public at no charge. The author retains all other rights. For further information:  |
| Source |
University Archives Electronic Records: Master of Education. Stewart Library, Weber State University |
| Format |
application/pdf |
| ARK |
ark:/87278/s6k926h9 |
| Setname |
wsu_smt |
| ID |
154100 |
| Reference URL |
https://digital.weber.edu/ark:/87278/s6k926h9 |
