Working to Improve Literacy Learning for All Students through School Leadership: An Analytic Autoethnography

Autor/in	Carrico, Happy
Titel	Working to Improve Literacy Learning for All Students through School Leadership: An Analytic Autoethnography
Quelle	(2009), (167 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Texas Woman's University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-4850-8
Schlagwörter	Hochschulschrift; Dissertation; Expertise; Mentors; Interviews; Literacy; Instructional Leadership; Principals; Ethnography; Autobiographies; Administrator Attitudes; Personal Narratives; Administrator Role; Beliefs; Phenomenology; Observation; Journal Writing + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Expert appraisal; Interviewing; Interviewtechnik; Alphabetisierung; Schreib- und Lesefähigkeit; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Ethnografie; Autobiography; Autobiografie; Autobiographie; Erlebniserzählung; Belief; Glaube; Phenomenological psychology; Phänomenologie; Psychologie; Beobachtung; Zeitschriftenaufsatz
Abstract	Teachers' expertise in literacy education has a direct impact on children's success in elementary school, yet school principals can also serve a major role by supporting the teachers' abilities to develop literacy expertise by facilitating the implementation of practices grounded in literacy theory and supporting teachers as they acquire and apply literacy knowledge. The purpose of this study was to examine the beliefs and roles held by me, a school principal, as I developed relationships and mentored teachers in literacy teaching and learning. I drew upon the features of an analytic autoethnography and the autoethnographic characteristics of a first-person narrative to exemplify my beliefs and roles. With the exception of one instances, I was unable to locate any literature or research written by a school principal in a first-person format that examined his or her beliefs and roles as he or she developed relationships and mentored teachers in literacy teaching and learning. This study was unique because it exemplified my personal perspective and provided me with a process to document my findings. This study involved 4 respondents and 1 key informant. The main sources for the data I collected were phenomenological interviewing, one-on-one mentoring sessions, "walk-throughs," the key informant's journal and my personal journaling and digital recordings about my beliefs and roles in developing relationships and mentoring teachers. Additionally, my advisor contributed to the data through reflecting on the research site and on the data collected. The findings revealed 2 themes from the data and analysis: principal as agent of change and intersubjectivity. My beliefs and roles that either confirmed or identified were directly connected to my developing relationships and mentoring teachers and the change I affected through the process. Additionally, there were beliefs and roles that were inseparably linked. These connecting sub-themes were constructing relationships of trust; developing a shared mission, vision, values, goals, and common language; and reflecting on practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10