Electronic Theses and Dissertations

Award/Availability

Open Access Thesis

Keywords

Educational leadership -- Iowa; Reading -- Remedial teaching -- Iowa; Middle school teachers -- Services for -- Iowa;

Abstract

Second Chance Reading (SCR), an instructional framework that targets and supports struggling adolescent readers and determined to be a sound and viably researched framework, can assist teachers in building and supporting proficient and lifelong learners when implemented as intended. This study examined educators from five unique communities who recently implemented the program. Four key questions guided the research and became the focus during semi-structured purposive interviews. (1) What was the relationship between Second Chance Reading teachers and principal leadership? (2) What leadership qualities were necessary to support Second Chance Reading teachers? (3) What barriers were preventing teachers from accomplishing their mission? (4) How did administrators encourage and celebrate learning?

Data were collected through individually implemented, semi-structured interviews with teachers and principals from five school districts ranging in both size and demographics. Insightful narratives were created through storytelling and woven through three unique vignettes where nuances and subtleties, frustrations and celebrations were captured and shared.

Through a methodological structure of contemporary narrative inquiry, an emerging concept became evident. Successfully implementing educational reform of second order change status greatly depended on significant positive relationships based on reciprocal trust and respect, conceptual guidance, and strong ideals. Recommendations and implications for administrative leaders were explored and expanded upon.

Date of Award

2012

Degree Name

Doctor of Education

Department

Educational Leadership, Counseling, and Postsecondary Education

First Advisor

Victoria L. Robinson

Comments

If you are the rightful copyright holder of this dissertation or thesis and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.

Date Original

2012

Object Description

1 PDF file (xii, 234 pages)

Language

EN

File Format

application/pdf

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