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Exploring the impact of administrative support and instructional practices on student achievement in reading at two Title I elementary schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring the impact of administrative support and instructional practices on student achievement in reading at two Title I elementary schools./
Author:	Ruscoe, Jacob B.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2010,
Description:	246 p.
Notes:	Source: Dissertations Abstracts International, Volume: 72-05, Section: A.
Contained By:	Dissertations Abstracts International72-05A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3423976
ISBN:	9781124256993

Exploring the impact of administrative support and instructional practices on student achievement in reading at two Title I elementary schools.
Ruscoe, Jacob B.

Exploring the impact of administrative support and instructional practices on student achievement in reading at two Title I elementary schools. - Ann Arbor : ProQuest Dissertations & Theses, 2010 - 246 p.

Source: Dissertations Abstracts International, Volume: 72-05, Section: A.

Thesis (Ed.D.)--Walden University, 2010.

Many students who attend Title I public elementary schools do not achieve proficiency on federally mandated state assessments in reading. This deficit in reading performance presents a challenge for students in other core academic subjects, since reading is a foundational skill. The purpose of this study, as reflected in the central research question, was to explore how school administrators and classroom teachers support reading achievement for students in Grades 3-5 at two Title I schools in a southeastern U.S. state. The conceptual framework was based on research by Senge on learning organizations, Studer on human relationships, and Tomlinson on differentiated instruction. This qualitative study used a comparative case study design. Data were collected from multiple sources, including 6 teacher and 4 administrator interviews, observations of reading lessons, and documents related to the reading program. Data analysis consisted of coding and category construction as well as a cross-case examination for patterns, themes, and relationships to determine that the theoretical proposition was supported. Results indicated that teachers and administrators desire to build strong professional relationships with each other to individualize instruction and to improve student achievement in reading. Results suggested that personalized administrative support and consistent implementation of differentiated instruction may improve reading achievement in Title I schools in grades 3-5. Recommendations included providing staff development about how to implement differentiated instruction in reading and how to build strong teacher and administrator relationships at Title I schools. Implications for positive social change increased collaboration to identify specific instructional strategies that will improve student achievement in reading.

ISBN: 9781124256993Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Administrative support

Exploring the impact of administrative support and instructional practices on student achievement in reading at two Title I elementary schools.
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245 1 0 $a Exploring the impact of administrative support and instructional practices on student achievement in reading at two Title I elementary schools.
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300 $a 246 p.
500 $a Source: Dissertations Abstracts International, Volume: 72-05, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Boddie, Deanna.
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520 $a Many students who attend Title I public elementary schools do not achieve proficiency on federally mandated state assessments in reading. This deficit in reading performance presents a challenge for students in other core academic subjects, since reading is a foundational skill. The purpose of this study, as reflected in the central research question, was to explore how school administrators and classroom teachers support reading achievement for students in Grades 3-5 at two Title I schools in a southeastern U.S. state. The conceptual framework was based on research by Senge on learning organizations, Studer on human relationships, and Tomlinson on differentiated instruction. This qualitative study used a comparative case study design. Data were collected from multiple sources, including 6 teacher and 4 administrator interviews, observations of reading lessons, and documents related to the reading program. Data analysis consisted of coding and category construction as well as a cross-case examination for patterns, themes, and relationships to determine that the theoretical proposition was supported. Results indicated that teachers and administrators desire to build strong professional relationships with each other to individualize instruction and to improve student achievement in reading. Results suggested that personalized administrative support and consistent implementation of differentiated instruction may improve reading achievement in Title I schools in grades 3-5. Recommendations included providing staff development about how to implement differentiated instruction in reading and how to build strong teacher and administrator relationships at Title I schools. Implications for positive social change increased collaboration to identify specific instructional strategies that will improve student achievement in reading.
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