A Study of the Principal's Role in the Reading Program in the Elementary School PDF Download
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Author: Ronald A. Luoma
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 56
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Book Description
Author: Ronald A. Luoma
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 56
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Book Description
Author: Nick Henry Kozey
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 276
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Book Description
Author: Illinois Elementary School Principals' Association. Conference
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 155
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Book Description
Author: Alan W. Block
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 122
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Book Description
Author: Carol S. Beers
Publisher: Guilford Press
ISBN: 160918033X
Category : Education
Languages : en
Pages : 212
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Book Description
This succinct, engaging book explains how busy elementary school principals can support effective literacy instruction in their schools. Chapters outline the fundamental components of a successful literacy program and describe specific practices that can instill a culture of literacy in a school. Strategies are provided for initiating a professional development program, understanding and using appropriate assessments with students, involving parents in literacy education, and assessing the strengths and weaknesses of teachers’ instructional methods. Drawing from the authors' extensive experience as principals and teachers, the book’s numerous examples demonstrate what strong literacy leadership looks like in action. Helpful reproducibles are included.
Author: Marilyn R. Binkley
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 40
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Book Description
Author: Patricia M. Cunningham
Publisher: Solution Tree Press
ISBN: 1936765551
Category : Education
Languages : en
Pages : 225
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Book Description
Principals will discover practical strategies for strengthening and improving reading programs using the foundation established by the authors’ six truths of reading instruction. Explore comprehensive, multifaceted instruction techniques, as well as additional steps you can take to support students directly. Identify and troubleshoot problems your teachers may face, and gain valuable approaches to topics such as reading comprehension, vocabulary and literacy, and phonics and fluency.
Author: Frank Hilliard Rice
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 84
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Book Description
Author: Rebecca Susan Compton
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 306
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Book Description
Author: Nadene B. Stein
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 484
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Book Description
This study utilized data gleaned from on-line surveys of primary level teachers and elementary school principals to understand what principals need to know and be able to do to support teachers in their instruction of reading for English Language Learners (ELLs). A review of five areas of literature provided a theoretical foundation for this study. Twenty-six primary level teachers and four elementary school principals, from eight Massachusetts's schools, participated in separate, three-part online questionnaires. Participants answered questions about licensure, experience, and professional development focused on teaching English Language Learners. In addition, participants responded to questions about their perceptions of (1) the elementary school principal's role in supporting teachers of ELLs learn to read in English, and (2) the leadership characteristics of principals in relationship to their work with teachers of ELLs. Teacher perceptions of principals are considered critically significant, since teachers have a day-to-day view of principals (Marzano, Waters and McNulty, 2005). At the onset of the study, the null hypothesis assumed by the researcher was that the perceptions of teachers and principals would be the same. The survey research design used a mixed-method approach, which included both quantitative and qualitative data analyses: the former using t-test measures; the latter examining statements made by participants. Results from the 39 questionnaire statements revealed that a statistically significant number of participants accepted the null hypothesis, and that a statistically insignificant number of participants rejected the null hypothesis. After the analyses were completed, the null hypothesis was rejected for twenty-two statements. The results led to the conclusion that teachers and principals do not agree on what elementary school principals understand and practice in support of teachers working with ELLs. One of the most critical conclusions is the lack of a shared, researched-based belief system about serving the learning needs of ELLs. Without a common belief system between a principal and teachers, it is difficult to meet the needs of ELL students. Even though principals and teachers did not agree in every area, the questionnaires provided rich data about what a principal needs to know and be able to do in order to better support teachers in their instruction of reading for English Language Learners. The study points to important implications for elementary school principals' practice in supporting their work with teachers of English Language Learners: (1) gain key understandings about effective English Language Learning and reading instructional practices through effective professional development; (2) seek out and reflect on data about current performance from teachers; (3) develop and /or strengthen leadership characteristics in relationship to the instruction of ELLs; (4) demonstrate a commitment to working with English Language Learners by adhering to a shared, researched-based belief system about instructing ELLs; and (5) implement a continuous improvement plan to address teachers' professional development needs in teaching reading in a second language. -- Abstract
