Show simple item record

dc.contributor.authorJay, Jill E.
dc.date.accessioned2015-10-05T20:28:03Z
dc.date.available2015-10-05T20:28:03Z
dc.identifier.urihttp://hdl.handle.net/10484/8088
dc.description.abstractThe purpose of this qualitative study was to explore educational aspects which help explain high early-literacy acquisition in high-poverty elementary schools. Through this qualitative study, the perceptions of key staff members, including the principal, in four high achieving, high-poverty schools were explored in three areas: 1) contributing aspects of highlevel, early-literacy achievement in their particular school setting; 2) role of the principal in a high-poverty school that attains a high level of early-literacy achievement; and 3) how high early-literacy achievement occurred in their particular school setting. The schools in the study were located in multiple states that the researcher had access to and met the study criteria. The topics of the related literature reviewed included early-literacy and student achievement, as well as the role of the principal in effective early-literacy intervention. In this study, findings of contributing aspects of high-level, early-literacy achievement included collaboration, reflective practice, a system of progress monitoring that improved the students’ meta-cognition, a resident literacy expert, a positive climate of trust and respect, and distributed leadership. In exploring the principal’s role, three elements emerged; establishment of a tiered system of literacy, creation of a schedule that ensured tiered instruction and collaboration, and releasing ineffective teachers. Elements that emerged from the topic of how early-literacy achievement occurred were high expectations for all students, and over-arching district and/or school-wide literacy goals. Insight gained from this study should assist schools in their endeavor to create a safety net of best practices to meet the goal of literacy acquisition for all students.
dc.description.statementofresponsibilityJill E. Jay
dc.language.isoen_US
dc.subject.lcshLiteracy.
dc.subject.lcshPoverty.
dc.subject.lcshSchool principals.
dc.subject.lcshSchool improvement programs--United States.
dc.subject.otherSchool climate.
dc.subject.otherPrincipal's role.
dc.titleExploring the Principal's Role in High Poverty Schools with High Literacy Achievement
dc.typeDissertation
dc.alternativetitle.alternativetitleEducation, Elementary.
dc.date.graduationmonthMay
dc.date.published2011
dc.description.committeechairWhitaker, Todd
dc.description.committeemembersSteve Gruenert
dc.description.committeemembersMarilyn Sudsberry(Butler University)
dc.description.degreeDoctor of Philosophy
dc.description.departmentDepartment of Educational Leadership, Administration, and Foundations
dc.description.imprintCunningham Memorial library, Terre Haute, Indiana State University
dc.description.itemidetd20110719-005
dc.description.levelDoctoral
dc.description.noteTitle from document title page. Document formatted into pages: contains 164p.: ill. Includes abstract and appendix.
refterms.dateFOA2021-06-02T12:24:21Z


Files in this item

Thumbnail
Name:
Jay, Jill.PDF
Size:
353.4Kb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record