Teacher Research and Leadership the Write Way: The Appalachian Writing Projects Impact in Rural Virginia.

<p>The purpose of this study was to research one specific approach to developing and sustaining rural teacher leaders in a high-poverty area with limited resources for teachers. The study investigates <em>The Appalachian Writing Project</em>, a nonprofit organization serving far southwest Virginia and how the <em>AWP</em> has affected rural teachers in educational leadership positions and the resulting impact on educational experiences for students.</p><p>The participants in this study represent a unique population, composed of certified teachers in extreme southwest Virginia who have completed the <em>Appalachian Writing Project's Invitational Summer Institute</em> (2001-2010) and serve as Teacher Consultants for that organization.</p><p>Qualitative data were gathered through a survey, interviews, and document analysis for the purpose of identifying and analyzing the variables that lead teachers to: apply to the <em>Appalachian Writing Project</em>, remain active in the <em>AWP</em>, and ultimately become leaders within the orgaizational structure. The research results provide strong evidence to suggest that participants' pedagogical practices are positively impacted as a result of participation in the <em>Appalachian Writing Project</em>, and in the participants' opinion students are positively impacted in terms of student achievement. The study also reveals that Teacher Consultants continue to conduct research in their classrooms after the summer institute and that Teacher Consultants have accepted both formal and informal leadership positions as a result of their inquiry. Finally, the results of the study revealed that the <em>Appalachian Writing Project</em> sustains and supports Teacher Consultants in their leadership positions.</p><p>Resulting recommendations include encouraging school divisions to consider the <em>Appalachian Writing Project's</em> research findings and contract with the <em>AWP</em> for professional development. Also, school administrators might want to encourage and fund lead teachers who wish to apply to the <em>Appalachian Writing Project's Invitational Summer Institute</em>. Finally, school administrators whose schools include <em>AWP</em> Teacher Consultants might want to continue to support, encourage and fund them within the site and school division. While the study suggests a definite link between teacher participation in the <em>Appalachian Writing Project</em> and student achievement, more research could provide statistical data to link participation in the <em>AWP</em> to improved student achievement.</p>

Name thesis:degree_name

EdD (Doctor of Education)

Level thesis:degree_level

Dissertation - unrestricted

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.issued

2011

Author dc:creator

• Clark, Renia H.

• Appalachian Writing Project
• Teacher Researchers
• Teacher Leaders
• Education
• Educational Administration and Supervision
• Teacher Education and Professional Development

Statement dc:rights

• Copyright by the authors.

Repository record dc:identifier

https://dc.etsu.edu/etd/1295

OAI identifier oai:identifier

oai:dc.etsu.edu:etd-2486