Shifting the Balance to Structured Literacy: Implementing Change in K-2 Literacy

Autor/in	Kirchner, Regina E.
Titel	Shifting the Balance to Structured Literacy: Implementing Change in K-2 Literacy
Quelle	(2023), (100 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Miami University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-5118-5
Schlagwörter	Hochschulschrift; Dissertation; Educational Change; Literacy Education; Curriculum Implementation; Primary Education; Teaching Methods; Educational Improvement; Faculty Development; Kindergarten; Grade 1; Grade 2; Elementary School Teachers; Ohio + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildungsreform; Primarbereich; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching improvement; Unterrichtsentwicklung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	In 2022, Ohio House Bill 436 went into effect. The law required Ohio reading teachers to shift their literacy instructional practices to be consistent with structured literacy based on The Science of Reading research. This large body of research may be in direct conflict with widely used instructional practices that are generally thought of as consistent with the Whole Language philosophy. Thus, helping teachers make the shift required by the Literacy Bill quickly became a problem of practice for educational leaders. The literature in the area of organizational change includes Weick's sensemaking theory which asserts that a lack of clarity could get in the way of policy implementation rather than a lack of compliance on the part of teachers. The Ohio Improvement Process provides a framework for leaders to support the sensemaking of new policy that includes a tool referred to as a practice profile. The practice profile, paired with components of a second framework referred to as The Lippitt-Knoster Model for Organizational Change are tools to support leaders as they help teachers make sense of policy and implement change in the classroom. A mixed-methods case study was conducted to determine the extent to which a practice profile and targeted professional development could support change in literacy instruction in kindergarten first grade, and second-grade classrooms in on suburban Ohio district. Semi-structured interviews with six teachers were conducted in an attempt to answer the research question. The study participants responded to a pre-and post-survey during the same weeks as their interviews in August and December. The survey questions were constructed with the goal of measuring the teachers' knowledge of key understandings from the Science of Reading before and after the study was completed. The survey and interview results revealed that it is unlikely that simply stating policy and providing materials will lead to meaningful change. Additionally, a practice profile could indeed serve as a useful tool in supporting K-2 teachers' ability to revise their reading teaching practice in manners consistent with the Science of Reading. The Lippitt-Knoster Model is one of many useful tools for underpinning the development of the practice profile. Leaders must study implementation and be intentional and skillful in the way they manage change. Simply purchasing curricular materials and delivering them to classrooms may not lead to lasting change and school improvement. Implementation is a process and needs many layers of support to get the desired results. [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	2024/1/01