The Conspicuous, Inconspicuous, Irrelevant, and Unknown Influence of Leadership, Performance Information, and Organizational Learning: Student Literacy Achievement in Middle School Grade Levels
2018-12
Loading...
View/Download File
Persistent link to this item
Statistics
View StatisticsJournal Title
Journal ISSN
Volume Title
Title
The Conspicuous, Inconspicuous, Irrelevant, and Unknown Influence of Leadership, Performance Information, and Organizational Learning: Student Literacy Achievement in Middle School Grade Levels
Authors
Published Date
2018-12
Publisher
Type
Thesis or Dissertation
Abstract
This study was designed to understand to what extent, if at all, performance information and organizational learning used within public schools serving middle school grade levels, or grades sixth, seventh, and eighth, influenced student achievement in literacy. A total of 26 interviews were conducted within six schools in the Minneapolis Public School system, three schools that had the highest reading scores, as measured by MCAs, and three schools that showed the most improvement in reading scores. A minimum of three teachers of literacy, language arts or social studies teachers, and one principal from each school were interviewed. Four themes arose from the interviews. First, principals and teachers in the schools that moved the most students to proficient levels in literacy used structural learning mechanisms to improve student achievement in literacy. Second, effective cultural learning mechanisms that created shared values and beliefs among staff members were used in the schools that moved the most students to proficiency. Third, accurate student performance information was used more systematically and more frequently when the principal set expectations through cultural and structural learning mechanisms. Fourth, the principal created the expectations and environment in which increasing student achievement in literacy was the primary role of the teacher. An implication of this study is that researchers may learn more about leading effective literacy teaching in middle school grade levels by exploring processes used at schools that are moving the most students into proficient levels of literacy.
Description
University of Minnesota Ph.D. dissertation. 2018. Major: Organizational Leadership, Policy, and Development. Advisors: Nicola Alexander, Neal Nickerson. 1 computer file (PDF); 219 pages.
Related to
Replaces
License
Collections
Series/Report Number
Funding information
Isbn identifier
Doi identifier
Previously Published Citation
Suggested citation
Uhler, Andrew. (2018). The Conspicuous, Inconspicuous, Irrelevant, and Unknown Influence of Leadership, Performance Information, and Organizational Learning: Student Literacy Achievement in Middle School Grade Levels. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/202121.
Content distributed via the University Digital Conservancy may be subject to additional license and use restrictions applied by the depositor. By using these files, users agree to the Terms of Use. Materials in the UDC may contain content that is disturbing and/or harmful. For more information, please see our statement on harmful content in digital repositories.