A Comparative Case Study of Factors Distinguishing Between High and Low-Performance on Reading Achievement in Elementary Rural Appalachian Schools

<p>This qualitative comparative case study identified factors that distinguish between high and low-performance on reading achievement in elementary rural Appalachian schools. This study determined the most effective instructional reading strategies, as well as other influential factors, implemented by school districts in the rural Appalachia area with similar student demographics and economic disadvantages. Data were collected through interview questions to assess the staffs' perceptions of their school's instructional program, leadership strategies, and teaching methods. The researcher also conducted observations of classrooms during reading instruction to determine practices being used. Results indicate high teacher morale, teacher efficacy, supportive leadership, meaningful professional development, and instructional strategies such as: explicit small group instruction, uninterrupted time spent on reading instruction, and inclusion of literacy centers are all variables that discriminate between these high and low performing schools. </p>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Doctoral's

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Grantor dc:publisher

Eastern Kentucky University

Year

2012

Author dc:creator

• Chambers, Jennifer Renee

• Achievement
• Elementary
• Factors
• Reading
• Rural
• Educational Administration and Supervision

Statement dc:rights

• Copyright 2012 Jennifer Renee Chambers

Repository record dc:identifier

https://encompass.eku.edu/etd/61

OAI identifier oai:identifier

oai:encompass.eku.edu:etd-1060