An Elementary School Speaks Out: Their Decision To Initiate An Innovation

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dc.contributor.authorVartenisian, John Paulen
dc.contributor.committeecochairFortune, Jimmie C.en
dc.contributor.committeecochairGillespie, Diane Newkirken
dc.contributor.committeememberAbouzeid, Mary P.en
dc.contributor.committeememberEarthman, Glen I.en
dc.contributor.committeememberCarlton, Patrick W.en
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.date.accessioned2014-03-14T20:07:00Zen
dc.date.adate1999-03-03en
dc.date.available2014-03-14T20:07:00Zen
dc.date.issued1998-12-15en
dc.date.rdate1999-03-03en
dc.date.sdate1999-01-29en
dc.description.abstractThis 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 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 of 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 needs, 6) site-based decision making, 7) participatory leadership.en
dc.description.degreeEd. D.en
dc.identifier.otheretd-012999-133354en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-012999-133354/en
dc.identifier.urihttp://hdl.handle.net/10919/26071en
dc.publisherVirginia Techen
dc.relation.haspartVARTENISIAN.PDFen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectSchool changeen
dc.subjectinnovation changeen
dc.subjectempowermenten
dc.subjectCollaborationen
dc.titleAn Elementary School Speaks Out: Their Decision To Initiate An Innovationen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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