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ERIC Number: ED549122
Record Type: Non-Journal
Publication Date: 2012
Pages: 138
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-4628-5
The Role of a Principal Monitoring Instructional Practice during the Implementation of a Readers Workshop Model
Armstrong, Lisa M.
ProQuest LLC, Ph.D. Dissertation, Capella University
This qualitative case study examined research exploring the role of a principal monitoring instruction during the implementation of a Readers Workshop model. The purpose of this study was to examine the role of an elementary school principal during the implementation of a Readers Workshop model and determine whether there was an affect on teaching practices. The theoretical framework for this study reflected upon the constructivist approach to learning. The guiding research questions sought to explore how the role of a principal in an urban setting monitor instruction during the implementation of Readers Workshop affected teaching practices. The questions also provided information on how a principal ensured that teachers taught reading using the workshop model with fidelity and how the principal ensured that teachers received quality professional development. The selection of participants was purposeful sampling. The participants for this study were 23 teachers and one principal chosen from one elementary school located in a Connecticut urban school district. The study was based on data collected from classroom observations and interviews. Four themes emerged in this study. The themes were (a) Constructive Feedback, (b) Data Driven Decision Making, (c) Collaborative Professional Development, and (d) Evaluation Process. In response to the research questions, the findings of this study showed that the role of a principal while monitoring instruction influenced teaching behaviors. The implications of this study were the identified roles of a principal when monitoring instruction during the implementation years of a new literacy initiative. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut