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Elementary Literacy Tutors: Relationships Between Lived Experiences, Self-Efficacy Beliefs, and Student Outcomes / Kerry Kisiel Jones.
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Jones, Kerry Kisiel, author.
- Language:
- English
- Subjects (All):
- Educational leadership.
- Education.
- Reading instruction.
- Elementary education.
- Educational and Organizational Leadership--Penn dissertations.
- Penn dissertations--Educational and Organizational Leadership.
- Local Subjects:
- Educational leadership.
- Education.
- Reading instruction.
- Elementary education.
- Educational and Organizational Leadership--Penn dissertations.
- Penn dissertations--Educational and Organizational Leadership.
- Physical Description:
- 1 online resource (219 pages)
- Contained In:
- Dissertations Abstracts International 85-02A.
- Place of Publication:
- [Philadelphia, Pennsylvania] : University of Pennsylvania, 2022.
- Ann Arbor : ProQuest Dissertations & Theses, 2023
- Language Note:
- English
- Summary:
- Public elementary schools throughout the nation have hired increased numbers of support staff, including literacy tutors, through federal Elementary and Secondary Schools Emergency Relief (ESSER) grant funding. Prior research on volunteer tutors and preservice teachers highlights the potential impact of tutoring on student learning outcomes. Yet studies to date have not focused on paid, part-time literacy tutors working with students during the school day. This study examined relationships between literacy tutor social identity, lived experience and teaching efficacy beliefs and student literacy outcomes. Study participants included 15 tutors in a New England district who supported 162 Grade K-2 students during the 2021-2022 school year. Conducted in two phases, this mixed methods qualitative-quantitative study explored relationships between tutor identity, lived experiences and efficacy beliefs for general teaching, literacy instruction and culturally responsive practice. The study also examined relationships between identity, teaching efficacy, and student literacy outcomes. Grounded in self-efficacy theory, this study expanded upon previous research by combining three efficacy scales [Teaching Self-Efficacy Scale (TSES), Teaching Self-Efficacy for Literacy Instruction (TSELI), Culturally Responsive Teaching Self-Efficacy (CRTSE)] with the participant sample. The study implemented the Subjective Social Status of Origin scale (Adler et al., 2000; Diemer et al., 2013) as an identity measure of social capital. Data was collected via semi-structured interviews and surveys with tutors. Student demographic, literacy achievement and literacy growth data were collected for descriptive statistic, correlation and regression analysis. Findings indicated tutors' overall job satisfaction, desire for more inclusion in school communities, and strong teaching efficacy beliefs developed through mastery and vicarious experiences and social persuasion. Tutor years of teaching experience was negatively and strongly associated with, but not predictive of, student outcomes. Tutor efficacy beliefs for literacy instruction had a statistically significant relationship to student achievement. The findings of this study inform elementary leaders as they implement Response to Intervention (RtI) policies beyond typical considerations of time, structures and programming. With an understanding of literacy tutor lived experiences and efficacy beliefs, leaders can more effectively hire, design professional learning, and support tutors to foster self-efficacy for reading instruction and positively impact student learning outcomes.
- Notes:
- Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
- Advisors: Gottfried, Michael A.; Committee members: Quinn, Rand; Reisman, Abby.
- Department: Educational and Organizational Leadership.
- Ed.D. University of Pennsylvania 2023.
- Local Notes:
- School code: 0175
- ISBN:
- 9798380136501
- Access Restriction:
- Restricted for use by site license.
- This item is not available from ProQuest Dissertations & Theses.
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