A Qualitative Study of Elementary School Principals Sustaining Literacy Improvement in a Post-Reformational Era

Autor/in	Stehno, Kathren Ann
Titel	A Qualitative Study of Elementary School Principals Sustaining Literacy Improvement in a Post-Reformational Era
Quelle	(2011), (208 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-2047-1
Schlagwörter	Hochschulschrift; Dissertation; Principals; Elementary Schools; Qualitative Research; Case Studies; Educational Change; Literacy Education; Educational Improvement; Sustainability; Leadership Role; Teacher Administrator Relationship; Professional Development; Program Implementation; Interviews; Grade 4; Oklahoma + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Schulleiter; Elementary school; Grundschule; Volksschule; Qualitative Forschung; Case study; Fallstudie; Case Study; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Nachhaltigkeit; Interviewing; Interviewtechnik; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	Despite state and national legislative literacy reforms, too many 4th grade students in Oklahoma are reading below required levels. This qualitative multiple case study was conducted to explore the phenomenon of sustaining a successful literacy reform three or more years in a post-reformational era. In-depth interviews were conducted to analyze the perceptions of 15 elementary school principals' experiences sustaining students' improved literacy achievement in a Literacy First Phase IV post-reformational era. Nine themes emerged from the study: (a) staying focused on the vision contributes to the process of sustaining improved literacy achievement; (b) effectively communicating expectations cultivates a culture that sustains the program; (c) implementing a collaborative leadership approach promotes an environment for sustaining school improvement; (d) formulating ongoing strategic actions sustains the literacy reform in an unfunded era; (e) creating opportunities for teachers to collaborate increases students' literacy achievement; (f) planning and maintaining a structured schedule/calendar result in an environment conducive to teaching and learning; (g) continuously monitoring and analyzing student performance data contributes to the sustaining process of improved student literacy achievement; (h) empowering teacher leaders to assist in the facilitation of the Literacy First process advances the work of sustaining a literacy reform; (i) ensuring continuous professional growth opportunities for all teachers sustains the fidelity of the program. The implications of the study are important to school leaders who will be entering the post-reformational era, state level leaders, and other stakeholders involved in the decision making process of literacy reform initiatives. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01