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“Just Let Us Teach!”: Living Literacy Policy In And Around Maplewood Elementary School, Cindy Anne Morton-Rose
“Just Let Us Teach!”: Living Literacy Policy In And Around Maplewood Elementary School, Cindy Anne Morton-Rose
Theses and Dissertations
Through a sociocultural lens this study explored how four teachers, a reading teacher, and their principal lived literacy policy in practice in and around Maplewood Elementary School. This work grew out of three questions: (a) How do six policy stakeholders at one elementary school--four teachers, one administrator, and one reading teacher--make meaning of literacy policies? (b) How do these stakeholders' understandings shape the appropriation of these policies in their day-to-day literacy practices? and (c) How does the meaning-making of other stakeholders--district, state, and federal policy-makers--intersect with and inform the appropriation of policy by the six focal stakeholders? In asking these …
One Too Many: An Exploration Of The Roots Of Literacy Of Older African Americans In South Carolina Before Brown Versus The Board Of Education, Barbara Johnson Montgomery
One Too Many: An Exploration Of The Roots Of Literacy Of Older African Americans In South Carolina Before Brown Versus The Board Of Education, Barbara Johnson Montgomery
Theses and Dissertations
Drawing from 1992 data, The National Adult Literacy Survey recently indicated that a large portion of the US population lacks the literacy skills typically required to complete complex tasks and take advantage of a wide range of employment opportunities. This report also indicated that the reading proficiency of African Americans was substantially lower than that of the White population, particularly within the elder population. A similar picture emerges in the more recent report, Literacy in Everyday Life: Results from the 2003 National Assessment of Adult Literacy. As a group, African American adults ages 65 and older had the lowest average …
A Case Study Of Principals' Knowledge Of Early Childhood Literacy, Christine Elizabeth Leblanc
A Case Study Of Principals' Knowledge Of Early Childhood Literacy, Christine Elizabeth Leblanc
Theses and Dissertations
Nationally approximately 40 percent of third grade students do not read at grade level. Principals play a critical role in providing leadership in the implementation of Response to Intervention (RtI) to ensure that students not making adequate yearly progress receive targeted instruction to address their deficiencies. The purpose of this study is to explore the experience of five principals through an investigation of their understanding of the reading process as it relates to the implementation of RtI in their schools. I specifically wish to understand: What do principals know about early childhood literacy and how do they use that knowledge …