Good to Great: A Case Study of an African American Literacy Coordinator’s Role in Transitioning a School From Dependence on a Scripted Reading Program to Balanced Literacy

Author

Kimberly A. Chase, National-Louis UniversityFollow

Degree Date

4-2015

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Reading and Language

First Advisor

Sophie Degener

Second Advisor

Ruth Quiroa

Third Advisor

Terry Jo Smith

Abstract

This study considers the change process and the impact of race on the implementation process as a Literacy Coordinator transitioned an elementary school from Open Court to balanced literacy. A retroactive case study was used to examine the Literacy Coordinator’s actions and decisions, teachers’ perspectives, and the effects of race on the implementation. Findings suggested that the roles of the Literacy Coordinator involved duties that pull from the specific responsibilities of a reading specialist, literacy coach, reading educator, and an administrator. Furthermore, teachers reported a change in their practices and beliefs due to participation in the implementation process. Finally, findings suggested that most participating teachers did not attribute race as a factor in the transition process, although some acknowledged a strong racial component that may have affected the manner in which teachers responded during the implementation.

Recommended Citation

Chase, Kimberly A., "Good to Great: A Case Study of an African American Literacy Coordinator’s Role in Transitioning a School From Dependence on a Scripted Reading Program to Balanced Literacy" (2015). Dissertations. 119.
https://digitalcommons.nl.edu/diss/119