Abstract/Details

The impact of principal observations and feedback on the use of scientifically based reading instruction


2010 2010

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Abstract (summary)

This dissertation was designed to explore the impact of the identified responsibilities of the principal, as an instructional leader, within the professional development model of Reading First. Specifically, the research focused on the principals' use of the Observation and Constructive Feedback Processes as well as five specifically defined Principal Leadership Proficiencies. Three years of longitudinal data from 85 schools throughout Arizona were studied. The exploration of 16 hypotheses was intended to identify definitive proficiencies that supported and/or facilitated teachers' provision of scientifically based reading instruction (SBRI) in Arizona's Reading First classrooms. The tasks of the principal were tested independently and jointly with observation-feedback to explore the existence of a statistically significant relationship with the teachers' use of SBRI.

Thirteen of the sixteen hypotheses demonstrated statistical significance at or above the 95% level. The use of each of the principal leadership variables in combination with the Observation-Feedback Processes demonstrated statistically significance influence on the teachers' use of SBRI. The researcher's primary recommendation is that the methods used in this professional development model could serve as an evaluation tool to identify schools in need of intervention and schools attaining exemplary status. This approach has implications for sustainability, funding, and intervention services.

Indexing (details)


Subject
Educational leadership;
School administration;
Literacy;
Reading instruction
Classification
0449: Educational leadership
0514: School administration
0535: Literacy
0535: Reading instruction
Identifier / keyword
Education; Educational leadership; Principal; Principal feedback; Reading; Scientifically based; Teacher observation
Title
The impact of principal observations and feedback on the use of scientifically based reading instruction
Author
McNeeley, Claudia Feliz
Number of pages
224
Publication year
2010
Degree date
2010
School code
0391
Source
DAI-A 71/11, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781124265261
Advisor
Wiggall, Richard Lee
University/institution
Northern Arizona University
University location
United States -- Arizona
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3425564
ProQuest document ID
759845832
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/759845832
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