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

<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>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Reading and Language

Year dc:date.available

2015

Author dc:creator

• Chase, Kimberly A.

Contributors dc:contributor

• Sophie Degener
• Ruth Quiroa
• Terry Jo Smith

• literacy coordinator
• case study
• balanced literacy
• school change
• African American
• basal reading programs
• leadership
• urban
• Educational Leadership

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/119

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1123