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The literacy-related practices of pr...

Brisson, Pamela Merritt.

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The literacy-related practices of principals in high schools with improved student reading achievement.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The literacy-related practices of principals in high schools with improved student reading achievement./
作者:	Brisson, Pamela Merritt.
面頁冊數:	283 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3568.
Contained By:	Dissertation Abstracts International71-10A.
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3424897
ISBN:	9781124255217

The literacy-related practices of principals in high schools with improved student reading achievement.
Brisson, Pamela Merritt.

The literacy-related practices of principals in high schools with improved student reading achievement. - 283 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3568.

Thesis (Ed.D.)--Teachers College, Columbia University, 2010.

Educators have known for generations the significance of teaching youngsters to read, but have turned their collective attention in only the past decade or so to the state of inadequate reading in high schools. The view is alarming by many accounts and has led national organizations to urge high school principals to add yet another responsibility to their growingly complex set of duties: to serve as "literacy leaders."

ISBN: 9781124255217Subjects--Topical Terms:

1035576
Education, Leadership.

The literacy-related practices of principals in high schools with improved student reading achievement.
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520 $a This study used a mixed-methods, multiple-case study to identify the literacy-related practices and beliefs of principals in three high schools in Connecticut with statistically significant reading improvement. Among findings common to all three schools were the following: administrators and teachers reported that they valued collaborative leadership the most of five literacy-related practices framing the study; and in two of the three schools staff members described their principal's leadership style as highly collaborative, the style advocated in professional literature on literacy leadership. That the third principal was not described as collaborative and yet led a school with significant student improvement suggested that more than one leadership style could be effective. In all three schools, principals shared literacy leadership with a key administrator, their respective English Department leader, and they supported efforts to infuse literacy strategies across disciplines. In addition, the principals all supported an ongoing professional development program devoted to literacy that built staff skills over several years.
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