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PRINCIPAL SENSEMAKING OF READING POLICY REFORM AND THE IMPLICATIONS FOR STUDENTS AT-RISK FOR READING DIFFICULTY

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posted on 2024-05-15, 23:10 authored by Chelsea Brewer

This research study examined how school leaders internalize new state-level reading policy aligned with the body of research known as the Science of Reading and how they make sense of district expectations to make decisions for their school community and its impact on students at-risk for reading difficulty. The Ready to Read Act is a Maryland State policy that mandates the use of screeners for all Kindergarten through Grade 3 students. The policy also details expectations for monthly progress monitoring and teacher professional development. Using Improvement Science and Qualitative methodology, this study identified how technical, normative, and political dimensions of policy implementation impact leader sensemaking. This research also illuminated how participants apply gatekeeping strategies in relation to the dimensions of policy reform implementation and how these strategies mitigate or promote racialized practices in education. This research, which took place in one of the 25 largest urban school districts in the United States, explained how school principals’ experiences and beliefs affect outcomes for students at-risk for reading difficulty. Lastly, this research provides implications for antiracist Instructional Leadership practices for policy aligned with the Science of Reading.

History

Publisher

ProQuest

Language

English

Committee chair

Ocheze Joseph

Committee member(s)

Eugene Pringle; Lauren Shea

Degree discipline

Education Policy and Leadership

Degree grantor

American University. School of Education

Degree level

  • Doctoral

Degree name

Ed.D. in Education Policy and Leadership, American University, May 2024

Local identifier

Brewer_american_0008E_12226.pdf

Media type

application/pdf

Pagination

111 pages

Submission ID

12226

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