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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:	Language materials, manuscript : 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.
Description:	1 online resource (246 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 72-05, Section: A.
Contained By:	Dissertations Abstracts International72-05A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
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. - 1 online resource (246 pages)

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

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

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781124256993Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Administrative supportIndex Terms--Genre/Form:

554714
Electronic books.

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