Date of Award

1-1-2018

Document Type

Dissertation

Degree Name

Ph.D.

Department

Educational Administration and Policy Studies

First Advisor

Susan Korach, Ed.D.

Second Advisor

Douglas Allen

Third Advisor

Erin Anderson

Fourth Advisor

Kristina Hesbol

Keywords

Early literacy, Leadership, Reading achievement

Abstract

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.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Provenance

Received from ProQuest

Rights holder

Jacqueline M. Cuthill

File size

176 p.

File format

application/pdf

Language

en

Discipline

Educational leadership

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