Date of Award
Morgridge College of Education, Educational Leadership and Policy Studies
Susan Korach, Ed.D.
Early literacy, Leadership, Reading achievement
Students who are below grade level before they leave third grade are less likely to graduate. A large number of schools are failing to increase student achievement in reading, especially for students of color and those who are economically disadvantaged. Leadership can influence student achievement; however, literature lacks specifics about leadership practices that could help school leaders improve student outcomes. This multiple-case study explores the leadership practices in three similar elementary schools with varying primary grade reading outcomes and contributes details about the leadership functions of Setting Direction, Developing People and Redesigning the Organization (Leithwood, Seashore, Anderson, & Wahlstrom, 2004). The findings suggest that a strong focus on literacy in primary grades (early literacy) and on a specific instructional practice for reading provides coherence for leadership practices which enhances both leadership and instruction.
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Jacqueline M. Cuthill
Received from ProQuest
Cuthill, Jacqueline M., "Leadership Practices in Similar Schools with Varying Primary Grade Reading Outcomes: A Comparative Multiple-Case Study" (2018). Electronic Theses and Dissertations. 1454.