A Comparative Case Study of Factors Distinguishing between High and Low-Performance on Reading Achievement in Elementary Rural Appalachian Schools

Autor/inn/en	Chambers, Jennifer; Hausman, Charles
Titel	A Comparative Case Study of Factors Distinguishing between High and Low-Performance on Reading Achievement in Elementary Rural Appalachian Schools
Quelle	In: Education Leadership Review of Doctoral Research, 1 (2014) 1, S.220-236 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-0723
Schlagwörter	Elementary School Students; Rural Schools; Reading Achievement; High Achievement; Low Achievement; Comparative Analysis; Case Studies; Qualitative Research; Reading Strategies; Instructional Effectiveness; Teaching Methods; Reading Instruction; Observation; Teacher Morale; Teacher Effectiveness; Professional Development; Small Group Instruction; Time; Time on Task; Interviews; Principals; Teacher Administrator Relationship; Content Analysis; Data Analysis; Kentucky + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Leseleistung; Unterdurchschnittliche Leistung; Case study; Fallstudie; Case Study; Qualitative Forschung; Reading strategy; Leselernstufe; Lesetechnik; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Beobachtung; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Zeit; Zeitaufwand; Interviewing; Interviewtechnik; Principal; Schulleiter; Inhaltsanalyse; Auswertung
Abstract	This qualitative comparative case study identified factors that distinguish between high and low-performance on reading achievement in elementary rural Appalachian schools. This study determined the most effective instructional reading strategies, as well as other influential factors, implemented by school districts in the rural Appalachia area with similar student demographics and economic disadvantages. Data were collected through interview questions to assess the staffs' perceptions of their school's instructional program, leadership strategies, and teaching methods. Observations of classrooms during reading instruction also were conducted to identify instructional strategies being used. Results indicate high teacher morale, teacher efficacy, supportive leadership, meaningful professional development, and instructional strategies such as: explicit small group instruction, uninterrupted time spent on reading instruction, and inclusion of literacy centers are all variables that discriminate between these high and low performing schools. (As Provided).
Anmerkungen	NCPEA Publications. Available from: National Council of Professors of Educational Administration. Web site: http://www.ncpeapublications.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01