UVM Theses and Dissertations
Format:
Print
Author:
Rice, Bethany M.
Dept./Program:
College of Education and Social Services
Year:
2011
Degree:
Ed. D.
Abstract:
Motivating adolescents who struggle to read is one ofthe fastest growing problems with moribund literacy in today's society (Pahl & Rowsell, 2005). Over the past several years, standardized test scores in literacy have declined nationally, for middle and high school students in particular. Anderson and Guthrie (1999) noted that if students exit school with low intrinsic motivation to read, then they risk becoming nonreaders later in life. Without strong literacy skills and practices, students often face difficulties finding work, maintaining reliable employment, and thriving in a competitive job market (Pahl & Rowsell). Students must embrace and appreciate literacy in school in order to participate as active members ofthe adult literacy community. The purpose ofthis study was to examine the culture of literacy at one rural, working class Vermont school. For this study, ''the culture of literacy" was defined as the literacy practices, events, and leadership pertaining to literacy.
This study examined the culture of literacy as a function ofthe literacy practices, events, and leadership at the school. The framework for the study draws upon research in literacy and educational leadership that postulate three key components of a successful change strategy for improving the literacy skills of students; silent reading practices, student dialogue about text, and school leadership. This study relies on a mixed method research design (Borg, Gall & Gall, 1996). Qualitative measures included interviews with faculty members and focus groups with students, participant observations, both in the classroom and within the whole school environment, and document analysis. The quantitative data, gathered from a faculty survey, was used to run a Principle Components Analysis (Tabachnich & Fidell, 2007).
Qualitative data were analyzed through the lens ofthe Concerns Based Adoption Model (Hall & Hord, 2006) and identified the importance ofschool-wide leadership in initiating and sustaining change; building an accessible library with multiple copies of selected books; and providing opportunities for all school participants to talk about books. Quantitative results indicated four prominent factors exist in this successful literacy rich environment. The four factors included school-wide literacy, classroom literacy, literacy integration, and literacy environment. These factors were also supported by the qualitative findings. Through this research, I identified four phases ofdevelopment for literacy-based change: vision, preparation, implementation, and evaluation. The study results indicated these four phases are essential in creating and sustaining a culture of literacy.
This study examined the culture of literacy as a function ofthe literacy practices, events, and leadership at the school. The framework for the study draws upon research in literacy and educational leadership that postulate three key components of a successful change strategy for improving the literacy skills of students; silent reading practices, student dialogue about text, and school leadership. This study relies on a mixed method research design (Borg, Gall & Gall, 1996). Qualitative measures included interviews with faculty members and focus groups with students, participant observations, both in the classroom and within the whole school environment, and document analysis. The quantitative data, gathered from a faculty survey, was used to run a Principle Components Analysis (Tabachnich & Fidell, 2007).
Qualitative data were analyzed through the lens ofthe Concerns Based Adoption Model (Hall & Hord, 2006) and identified the importance ofschool-wide leadership in initiating and sustaining change; building an accessible library with multiple copies of selected books; and providing opportunities for all school participants to talk about books. Quantitative results indicated four prominent factors exist in this successful literacy rich environment. The four factors included school-wide literacy, classroom literacy, literacy integration, and literacy environment. These factors were also supported by the qualitative findings. Through this research, I identified four phases ofdevelopment for literacy-based change: vision, preparation, implementation, and evaluation. The study results indicated these four phases are essential in creating and sustaining a culture of literacy.