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ERIC Number: ED132553
Record Type: RIE
Publication Date: 1976
Pages: 123
Abstractor: N/A
Reference Count: N/A
An Analysis of Perceptions, Policies, and Procedures of Elementary School Administrators Relative to Reading Instruction, Evaluation, and Program Development in Selected Schools in Wyoming.
Sexton, Stephen
Twenty-six elementary school principals were selected from ten Wyoming school districts to participate in this study, which was designed to identify common procedures and policies concerning the identification of individual pupil's reading levels, the selection of specific reading materials, and the development of a reading program. Responses to a survey indicated that administrative practices did not extend to areas of reading level assessment, that sequential skill development prompted basal reading programs in most districts, and that standardized achievement tests were most often used as the basis for pupil placement. Although development of reading skills was perceived as a major priority, administrators did not devote much time to reading program organization. Generally, administrators appeared to be aware of differences in reading levels which were identified by standardized as opposed to informal inventories. Although female principals had more experience in reading instruction than did male principals, no association between the sex of the administrator or the size of the school and knowledge of differences in reading levels (as identified by the two major forms of evaluation) could be proved. (Author/KS)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-24,733, MF $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, University of Wyoming