Raising literacy achievement in reading: how principals of 10‐ to 12‐year‐old students are making this happen

Fletcher, Jo; Greenwood, Janinka; Grimley, Michael; Parkhill, Faye

doi:10.1080/13603124.2010.496873

Cited by 8 publications

(6 citation statements)

References 22 publications

(34 reference statements)

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“…Compared with current literature about EDLM originating mainly in developed countries (e.g. Stoll & Temperley, 2009;Fletcher et al, 2011;Furman, 2012;Garratt & Forrester, 2012;Yang, 2014), many areas of study were absent in the reviewed scholarship, perhaps owing to their irrelevance to the cultural and political characteristics of Arab countries or because the current research on Arab EDLM is found relatively in its initial scholarly phases. The latter reason may be supported when realising Educational leadership in the Arab world 299 that many reviewed articles handle issues that caught the attention of Western researchers during the 1970s and the 1980s (Oplatka, 2010).…”

Section: Discussionmentioning

confidence: 92%

“…'political', 'cultural', 'transformational', 'moral' and 'instructional') have been conceptualised to propose the 'right' leadership style and the desirable leader-follower relations in educational organisations (Stoll & Temperley, 2009;Furman, 2012). Likewise, collaborative, developmental and transformational approaches to EDLM have been widely advanced in many educational systems, based on principles of equality and equity (Fletcher, Greenwood, Grimley & Parkhill, 2011;Lindsey & Lindsey, 2011;Khasawneh, Al-Omari & Abu-Tineh, 2012;Yang, 2014).…”

Section: Introductionmentioning

confidence: 99%

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The research on educational leadership and management in the Arab world since the 1990s: A systematic review

Oplatka

Arar

2017

Review of Education

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As most of the scholarship about educational leadership and management refers to developed countries, our aim in this review is to systematically collect, document, scrutinise and critically analyse at time of writing date research on educational leadership in Arab countries and to identify the key strengths and weaknesses in the research literature. Based on a systematic review of 48 articles, it was found that the vast majority of research on Arab educational leadership focused on either identifying patterns of leadership styles and orientations and the barriers faced by educational leaders in applying some of the leadership models originated in Western scholarship, or on exploring and examining leaders’ managerial perceptions and practices both in times of routine and reforms. Our analysis identified several theoretical, conceptual and methodological limitations contributing to and, in many cases, impeding researchers’ ability to predict or explain the nature of Arab educational leadership.

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Section: Discussionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

The research on educational leadership and management in the Arab world since the 1990s: A systematic review

Oplatka

Arar

2017

Review of Education

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“…Some research supports the contention that a higher degree of teacher support is related to higher student achievement outcomes. For instance, for enhanced literacy achievement in a variety of school settings, continuing professional development that involved teachers in their own learning with strong leadership and external support was key (Carlisle et al, 2011;Carreker et al, 2005;Fletcher, Greenwood, Grimley, & Parkhill, 2011;Gersten et al, 2010;Guskey, 2003;Scanlon, Gelzheiser, Vellutino, Schatschneider, & Sweeney, 2008;Taylor & Pearson, 2004;Taylor, Pearson, Peterson, & Rodriguez, 2005;Wasik & Hindman, 2011). Results of a major prior meta-analysis of 29 widely implemented comprehensive school reform models also suggested that the schoolwide educational reforms judged to be the most effective included strong teacher professional development components with effective follow-up to address teachers' specific challenges in implementing change (Borman et al, 2003;Muncy & McQuillan, 1996;Nunnery, 1998).…”

Section: Journal Of Literacy Research 45(4)mentioning

confidence: 99%

Does Structure of Content Delivery or Degree of Professional Development Support Matter for Student Reading Growth in High-Poverty Settings?

Amendum

Fitzgerald

2013

Journal of Literacy Research

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We addressed whether the degree of structure of reading content delivery to the children or degree of professional development support for the teachers was related to kindergarten through second-grade students' 2-year reading growth in high-poverty, low-performing schools. There were four categories of data sources: (a) classroom, curriculum-based, reading assessments; (b) principal questionnaires; (c) information about staff development and implementation of reading-instruction reform; and (d) demographic information. Six reading variables were created from the classroom reading assessments. Two variables were created from staff development logs and school-based reading-instruction implementation plans-"degree to which content delivery to children was structured" and "degree to which teachers were supported in learning the instructional structure and content." Control variables such as student poverty status and percentage of African American students in the school were created from the principal questionnaire and demographic data. Hierarchical linear models were used. Main conclusions were as follows: (a) Less structured content delivery overshadowed more structured delivery for student growth, but there was added value of being in schools with more characteristics associated with effectiveness. (b) Students who made the greatest growth were in schools with higher support for teachers. But in low-support settings, students made more growth if they 466 Journal of Literacy Research 45(4)were in schools with more characteristics associated with school effectiveness. (c) The degree of structure of content delivery and degree of professional development support were significantly related to growth in phonics knowledge, but not to growth in other reading subprocesses.Keywords ages 6-8, hierarchical linear modeling, low SES, professional development of teachers, quantitative (general)The present study addressed the following: (a) Is there a relationship between the degree of structure of reading content delivery and kindergarten through second-grade students' 2-year reading growth? and (b) Is there a relationship between the degree of professional development support for the teachers to learn the instructional structure and content and kindergarten through second-grade students' 2-year reading growth? The degree of structure of content delivery to the children was defined by the extent to which a framework was specified for content delivery and instructional activities. An example of high-structure delivery was one in which teachers were given scripts to use during reading lessons. An example of low-structure delivery was book floods with little or no explicit instruction. Degree of professional development support for teachers was defined by the extent to which professional development sessions were held as well as the extent of follow-up coaching or scaffolding. Study ContextOur study was conducted in the context of a statewide early reading reform effort in high-poverty schools that involved some features...

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“…Kepemimpinan khususnya kepala sekolah mempunyai pengaruh yang signifikan terhadap perolehan hasil membaca siswa. Kepala sekolah yang memiliki ketertarikan untuk meningkatkan literasi siswa akan menyediakan fasilitas dan membuat berbagai program penunjang gerakan literasi (Fletcher et al, 2011;Yunianika & Suratinah, 2019).…”

Section: Pembahasan Kegiatan Gls Pada Tahap Pengembangan DI Smp Lazuardiunclassified

Eksplorasi Respon Siswa terhadap Buku Cerita dalam Gerakan Literasi Sekolah

Yunianika

Suratinah

2021

JLLS

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Pelaksanaan Gerakan Literasi Sekolah (GLS) memiliki berbagai kendala seperti terbatasnya pengetahuan guru terhadap variasi kegiatan tindak lanjut setelah kegiatan 15 menit membaca. Penelitian ini bertujuan untuk mengkaji tentang pelaksanaan GLS. Lebih khusus, penelitian ini bermaksud mengeksplorasii kegiatan GLS pada tahap pengembangan, menganalisis jenis respon siswa terhadap buku bacaan dan penilaian guru terhadap respon tersebut. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Instrumen dalam penelitian ini menggunakan observasi dan interview. Hasil penelitian menyatakan bahwa kegiatan GLS telah dilaksanakan di sekolah ini jauh sebelum dicanangkannya GLS oleh pemerintah. Selanjutnya, kegiatan literasi diwujudkan dalam sesi membaca yang secara resmi dijadwalkan dalam jadwal pelajaran. Respon terhadap buku yang dibaca dilakukan siswa dalam berbagai bentuk. Siswa diwajibkan membuat suatu proyek tertulis sebagai respon terhadap buku yang dibacanya. Selain itu, respon juga dapat berbentuk lisan seperti berbagi isi buku. Respon yang dibuat siswa dinilai oleh guru sebagai bagian dari mata pelajaran bahasa (Bahasa Indonesia atau Bahasa Inggris). Untuk meningkatkan kesuksesan pelaksanaan kegiatan GLS, diperlukan pengadaan buku bacaan untuk tingkat remaja karena buku merupakan faktor utama pendukung kegiatan GLS. Oleh karena itu, bukan saja jumlah buku yang harus banyak, namun juga genre yang beragam sangat diperlukan agar siswa mendapat berbagai pengalaman membaca. Selain itu, variasi kegiatan literasi perlu ditambahkan seperti penggunaan multimodal reading responses dan disesuaikan dengan perkembangan teknologi saat ini. Selanjutnya, melihat dari kondisi sekolah yang sangat mendukung, kiranya kegiatan GLS dapat diterapkan di semua mata pelajaran sehingga GLS di sekolah ini dapat mencapai tahap Pembelajaran.

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Raising literacy achievement in reading: how principals of 10‐ to 12‐year‐old students are making this happen

Cited by 8 publications

References 22 publications

The research on educational leadership and management in the Arab world since the 1990s: A systematic review

The research on educational leadership and management in the Arab world since the 1990s: A systematic review

Does Structure of Content Delivery or Degree of Professional Development Support Matter for Student Reading Growth in High-Poverty Settings?

Eksplorasi Respon Siswa terhadap Buku Cerita dalam Gerakan Literasi Sekolah

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