Leadership Practices in Similar Schools with Varying Primary Grade Reading Outcomes: A Comparative Multiple-Case Study

<p>Students who are below grade level before they leave third grade are less likely to graduate. A large number of schools are failing to increase student achievement in reading, especially for students of color and those who are economically disadvantaged. Leadership can influence student achievement; however, literature lacks specifics about leadership practices that could help school leaders improve student outcomes. This multiple-case study explores the leadership practices in three similar elementary schools with varying primary grade reading outcomes and contributes details about the leadership functions of Setting Direction, Developing People and Redesigning the Organization (Leithwood, Seashore, Anderson, & Wahlstrom, 2004). The findings suggest that a strong focus on literacy in primary grades (early literacy) and on a specific instructional practice for reading provides coherence for leadership practices which enhances both leadership and instruction.</p>

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Year dc:date.available

2018

Author dc:creator

• Cuthill, Jacqueline M.

Contributors dc:contributor

• Susan Korach, Ed.D.
• Douglas Allen
• Erin Anderson
• Kristina Hesbol

• Early literacy
• Leadership
• Reading achievement
• Educational Assessment, Evaluation, and Research
• Educational Leadership
• Elementary Education

Statement dc:rights

• <p>Copyright is held by the author. User is responsible for all copyright compliance.</p>

Language dc:language

en

Repository record dc:identifier

https://digitalcommons.du.edu/etd/1454

OAI identifier oai:identifier

oai:digitalcommons.du.edu:etd-2454