Brokering Boundaries: Literacy Change Agents at Work

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Autor/in	VanDeusen-MacLeod, Elizabeth A.
Titel	Brokering Boundaries: Literacy Change Agents at Work
Quelle	(2009), (359 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Oakland University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1094-2638-0
Schlagwörter	Hochschulschrift; Dissertation; Change Agents; Adult Learning; School Districts; Educational Technology; Educational Experience; Professional Development; Social Capital; Grants; Technical Assistance; Skill Development; Adult Literacy; Case Studies; Mixed Methods Research; State Programs; Facilitators (Individuals); Program Implementation; Individual Characteristics; Job Skills; Interpersonal Relationship; Adult Educators + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Adulte education; Adult training; Erwachsenenbildung; School district; Schulbezirk; Unterrichtsmedien; Bildungserfahrung; Sozialkapital; Grant; Finanzielle Beihilfe; Technische Hilfe; Kompetenzentwicklung; Qualifikationsentwicklung; Case study; Fallstudie; Case Study; Regierungsprogramm; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Produktive Fertigkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende
Abstract	The purpose of this mixed-method descriptive case study is to investigate the role technical assistance providers within the context of one state's large-scale literacy grant program. This study provides an in-depth examination of one state's technical assistance providers known as Reading First Facilitators (RFF) through the study of a group of six RFF working within the context of one funded school district by describing the entry skills RFF bring to this role, how their skills develop over time, and how they influence the grant implementation as boundary brokers. Results indicated that these RFF were multi-skilled and came to the job with a variety of educational experiences; they all had experience as classroom teachers. Each RFF presented a unique strength profile with fairness being the most frequent presenting strength. Additional entry skills included effective organizational skills, knowledge of literacy and adult learning, and strong interpersonal skills. The most important developmental influence for this group of six was the small group itself, working together in this school district. The more structured statewide meetings with the larger RFF group were beneficial for ongoing professional development and networking. RFF development was supported by school visits, professional development at all levels, and effective state and local agency communication. RFF used inquiry with educators at their sites to probe, understand, and mediate grant implementation issues. RFF noted that the pace and urgency of this work as well as their unique position often left them tired and feeling isolated, illuminating areas for ongoing support in future work with change agents. Facilitator entry skills and development culminated in the description of their work as technical assistance providers in this literacy initiative. The RFF role as a boundary broker emerged as central to their work. RFF consistently used the required grant artifacts and the formal interactions to mediate grant implementation, responding to the requirements of the grant and the reality of daily school life. RFF cultivated social capital through trust development, network connections, and relationship building. They used technology in a variety ways to assist their work and benefitted from ongoing technology skill development. [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