Date of Award
2000
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
W. Keith Christy, EdD
Abstract
When schools implement high quality classroom instruction, research-based interventions, networks of support at multiple levels, and a strategic plan for monitoring change elements, students are provided a range of opportunities that promote successful learning. This descriptive case study examined Reading Recovery's effect on the acceleration of the change process in selected elementary schools in Arkansas. Two purposeful samplings were used to investigate, discover, understand, and gain insight. Quantitative and qualitative data were collected to develop the description. Data-driven decisions toward the building of a comprehensive early literacy school reform model for accelerating change were also examined in relation to reading and writing improvement. Conclusions suggest that a paradigm based on multi-level innovations provide a dynamic interplay fostering and fusing educational tenets, community support, and political forces to build internal and external structures to achieve positive change.
Recommended Citation
Williams, Deborah N., "A Descriptive Case Study of a Single Innovation’s Effect On Multiple Literacy Initiatives in Arkansas" (2000). Theses and Dissertations. 21.
https://research.ualr.edu/etd/21
