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High school principals' perception of content area reading instruction and reading programs
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High school principals' perception of content area reading instruction and reading programs
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High school principals' perception of content area reading instruction and reading programs
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Dissertation
High school principals' perception of content area reading instruction and reading programs
2005
Overview
Purpose. The purpose of this study was to extend the work of Zipperer, Worley, Sisson & Said (2002) on high school principals' perception of reading and their role as effective leaders of literacy. Procedures. More than 500 high school principals in the state of Missouri were mailed a survey. Of these, 355 (70 percent) completed and returned the survey. The population consisted of principals who are working in the three geographic locations in the state of Missouri: small towns, large towns and large cities. This is a descriptive study which investigated high school principals' perception of reading. The study was supported by quantitative and qualitative research. A large portion of the data analysis is statistical. In quantitative research, researchers classify features; count these features and construct statistical models to explain what is observed. The qualitative data analysis process utilized content analysis. Qualitative research works with numerical data such as observations, interview and other sources of information. Findings. The survey indicated that principals who were more familiar with reading instruction and who had a positive reading experience were more likely to value reading in their schools than the principals who had not had similar experiences. Of those high school principals who completed the survey, 18 percent had taken reading courses beyond those required for obtaining a teaching certificate; of those principals who had experience in reading 6.2 percent indicated they taught content reading instruction. Conclusions. Principals as leaders of literacy must be knowledgeable about the reading process as it relates to the students. Principals must take advantage of staff development so they will have an understanding of the reading process and how to integrate reading instruction across the curriculum.
Publisher
ProQuest Dissertations & Theses
ISBN
054233724X, 9780542337246
