Degree Date


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


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.