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This study is a retrospective examination of elements that influenced one elementary school staff to initiate and implement a school-wide innovation in their reading program in 1990-91. This school served 315 preschool children through grade three in a small town set in the rural countryside. Case study methodology was used to discover how the change was initiated; why the particular program elements were chosen; the role the staff, the principal, and the parents played in initiating the innovation; and what lessons this school's experience may have for school reform. As the school community planned for the initiation of their new reading program, the "whole language" approach to reading was gaining momentum. The notion of "early intervention" was popularly used to describe a variety of methods educators were using to deal with evidence of reading failure in young children. Their stories describe the challenges this school staff felt as they attempted a year-long initiative to merge phonics and whole language into a holistic approach to reading for grades one through three. Findings were reported around seven central themes emerging from the data collection, including: (1) empowerment; (2) academic improvement; (3) shared vision/beliefs; (4) collaboration; (5) focus on children's need; (6) site-based decision making; and (7) participatory leadership. Contains 53 references and a table of data; interview questions are attached. (Author/RS)

Descriptors: Administrator Role, Case Studies, Early Intervention, Educational Change, Holistic Approach, Phonics, Primary Education, Program Implementation, Reading Instruction, Reading Programs, Teacher Role

Web site: http://scholar.lib.vt.edu/theses/available/etd-012999-133354 /









Autor: Vartenisian, John P.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7763&id=ED430221



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