This study considers the change process and the impact of race on the implementation process as a Literacy Coordinator transitioned an elementary school from Open Court to balanced literacy. A retroactive case study was used to examine the Literacy Coordinator’s actions and decisions, teachers’ perspectives, and the effects of race on the implementation. Findings suggested that the roles of the Literacy Coordinator involved duties that pull from the specific responsibilities of a reading specialist, literacy coach, reading educator, and an administrator. Furthermore, teachers reported a change in their practices and beliefs due to participation in the implementation process. Finally, findings suggested that most participating teachers did not attribute race as a factor in the transition process, although some acknowledged a strong racial component that may have affected the manner in which teachers responded during the implementation.
","abstract_html":"<p>This study considers the change process and the impact of race on the implementation process as a Literacy Coordinator transitioned an elementary school from Open Court to balanced literacy. A retroactive case study was used to examine the Literacy Coordinator’s actions and decisions, teachers’ perspectives, and the effects of race on the implementation. Findings suggested that the roles of the Literacy Coordinator involved duties that pull from the specific responsibilities of a reading specialist, literacy coach, reading educator, and an administrator. Furthermore, teachers reported a change in their practices and beliefs due to participation in the implementation process. Finally, findings suggested that most participating teachers did not attribute race as a factor in the transition process, although some acknowledged a strong racial component that may have affected the manner in which teachers responded during the implementation. </p>","abstract_has_math":false,"creators":["Chase, Kimberly A."],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Reading and Language","degree_department":null,"school":null,"contributors":["Sophie Degener","Ruth Quiroa","Terry Jo Smith"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-04-01T07:00:00Z","date_published":"2015-04-01T07:00:00Z","updated_at":"2026-07-24T03:20:25Z","subjects":["literacy coordinator","case study","balanced literacy","school change","African American","basal reading programs","leadership","urban","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/119","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sophie Degener","Ruth Quiroa","Terry Jo Smith"]},{"key":"dc:creator","label":"Author","values":["Chase, Kimberly A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-06-15T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Reading and Language"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["literacy coordinator","case study","balanced literacy","school change","African American","basal reading programs","leadership","urban","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/119"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study considers the change process and the impact of race on the implementation process as a Literacy Coordinator transitioned an elementary school from Open Court to balanced literacy. A retroactive case study was used to examine the Literacy Coordinator’s actions and decisions, teachers’ perspectives, and the effects of race on the implementation. Findings suggested that the roles of the Literacy Coordinator involved duties that pull from the specific responsibilities of a reading specialist, literacy coach, reading educator, and an administrator. Furthermore, teachers reported a change in their practices and beliefs due to participation in the implementation process. Finally, findings suggested that most participating teachers did not attribute race as a factor in the transition process, although some acknowledged a strong racial component that may have affected the manner in which teachers responded during the implementation.
"]},{"key":"dc:title","label":"Title","values":["Good to Great: A Case Study of an African American Literacy Coordinator’s Role in Transitioning a School From Dependence on a Scripted Reading Program to Balanced Literacy"]}]}],"canonical_facts":{"dc:contributor":["Sophie Degener","Ruth Quiroa","Terry Jo Smith"],"dc:creator":["Chase, Kimberly A."],"dc:date.available":["2015-06-15T07:00:00Z"],"dc:description.abstract":["This study considers the change process and the impact of race on the implementation process as a Literacy Coordinator transitioned an elementary school from Open Court to balanced literacy. A retroactive case study was used to examine the Literacy Coordinator’s actions and decisions, teachers’ perspectives, and the effects of race on the implementation. Findings suggested that the roles of the Literacy Coordinator involved duties that pull from the specific responsibilities of a reading specialist, literacy coach, reading educator, and an administrator. Furthermore, teachers reported a change in their practices and beliefs due to participation in the implementation process. Finally, findings suggested that most participating teachers did not attribute race as a factor in the transition process, although some acknowledged a strong racial component that may have affected the manner in which teachers responded during the implementation.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/119"],"dc:subject":["literacy coordinator","case study","balanced literacy","school change","African American","basal reading programs","leadership","urban","Educational Leadership"],"dc:title":["Good to Great: A Case Study of an African American Literacy Coordinator’s Role in Transitioning a School From Dependence on a Scripted Reading Program to Balanced Literacy"],"thesis:degree_discipline":["Reading and Language"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:25Z"}