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Elementary Principals' Literacy Practices And Their Relationship To Student Achievement In Reading, Sandra Carper Cox

Teaching & Learning Theses & Dissertations

Principal behavior is under intense scrutiny, particularly in light of increased demands for higher and higher levels of student achievement. Reading achievement is the measure by which schools as well as principal leadership are judged. This study examined principals' literacy practices and their relationship to student achievement in reading. Measures used for analyses included a researcher-developed survey instrument, the Principal Quality Literacy Practices Survey, and results from the grade five Virginia Standards of Learning (SOL) English: Reading test.

Survey data from 109 principals and 160 reading specialists from Southeastern Virginia were utilized. Principals and reading specialists reported that overall principals' …

Enhancing Literacy Among Rural, Work-Oriented Youth : A Cultural Analysis, Marta Kliger Albert

Legacy Theses & Dissertations (2009 - 2024)

This dissertation focuses on educational reform in New York State in relation to two policies that I term "dual reform." The 1996 Regents graduation policy required all students to participate in the college-prep curriculum and attain a Regents diploma, while the 2001 Career and Technical Education (CTE) policy promoted integrative approaches to teach academic topics within CTE. The central study questions were: How has literacy reform been constituted in relation to CTE within two rural communities? How does CTE enable and constrain youth literacy learning and development?

Unsung Voices : The Transformation Of Writing And Identity Of Korean Esl Students In U.S. Secondary Schools, Cheonghwa Cheong

Legacy Theses & Dissertations (2009 - 2024)

ABSTRACT

Secondary English Teachers' Attitudes Toward Disciplinary And Literacy Learning Implications For Pedagogical Praxis And Reform, Stephanie Kay Sugioka

Teaching & Learning Theses & Dissertations

The purpose of this study was threefold: (1) to examine the epistemological stances of the two teacher participants, that is, to determine their attitudes toward student literacy and their beliefs about the purposes of English as a discipline; (2) to describe the interplay between their epistemological stances and their pedagogical practices, in particular with respect to their use of research-based literacy strategies; and (3) to arrive at a means of supporting them in their use of more effective pedagogical strategies, in this case including more in-depth discussion in their classes for the purpose of furthering their students' critical literacy. The …