A Case Study on Instructional Decision Making through an Analysis of Two Literacy Programs in New York City Schools

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Autor/in	Wong, Gary
Titel	A Case Study on Instructional Decision Making through an Analysis of Two Literacy Programs in New York City Schools
Quelle	(2017), (296 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-7797-9
Schlagwörter	Hochschulschrift; Dissertation; Decision Making; Literacy Education; Elementary School Students; Grade 3; Grade 4; Grade 5; Language Arts; Administrator Attitudes; Low Income Groups; Achievement Tests; Scores; Standardized Tests; English Language Learners; Program Effectiveness; Disabilities; Core Curriculum; Financial Support; Cultural Influences; Barriers; New York (New York) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Decision-making; Entscheidungsfindung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Sprachkultur; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Handicap; Behinderung; Kerncurriculum; Finanzielle Förderung; Cultural influence; Kultureinfluss
Abstract	Decision making is a cornerstone of quality leadership. However, specific research is needed in areas pertaining to education and programs used towards state test scores. In this study, the researcher has investigated the scores from the New York State English Language Arts exam; the effect two literacy programs had on the exam, Teacher's College Reading and Writing Program and Pearson's ReadyGEN; and the effect it has on an administrator's instructional decision making. The purpose of this study is to examine and compare two literacy programs used in New York City public elementary schools and the ways in which decision making relate to the performance of elementary students in grades three to five. This study will also analyze and determine to what effect each program has on proficiency scores measured through the New York State English Language Arts exam. The research design was developed through a convergence of two frameworks, Framework for Leadership by Michael Fullan and the Vroom-Yetton-Jago Decision Tree by Victor Vroom, Phillip Yetton and Arthur Jago. Sixteen schools from one district of the New York City Department of Education was chosen to participate in this study. A survey was conducted by using Google Forms to attain and assess administrator thoughts on factors that affected decision making. Several research questions were asked in this study. Is there a significant difference in proficiency scoring within the NYS ELA depending if the school used the TCRWP or ReadyGEN program? To what extent are the differences of percentages between a schools free reduced lunch percentage and proficiency scores depending if a school used the TCRWP or ReadyGEN program? To what extent does the TCRWP affect the testing scores of ELL's? What about the scores of SWD students? To what extent does the ReadyGEN program affect the testing scores of ELL's? What about the scores of SWD students? Does TCRWP or ReadyGEN have a more positive effect on the ELL population? Does TCRWP or ReadyGEN have a more positive effect on the SWD population? What factors affect the instructional decision making towards choosing a literacy program? The study showed that there was not a significant difference in proficiency scores regardless of the literacy program used. Rather it pushed for administrators to key in on several themes that affected decision making; core curriculum, building choice, non-disruptive, DOE driven funding, cultural characteristics and shortcomings. These themes drive the administrators decision making and explores the need for leadership that integrates and incorporates their stakeholders. [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	2020/1/01