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ERIC Number: EJ1053474
Record Type: Journal
Publication Date: 2015
Pages: 28
Abstractor: As Provided
ISSN: ISSN-1938-8071
Supporting Literacy Differentiation: The Principal's Role in a Community of Practice
Puzio, Kelly; Newcomer, Sarah N.; Goff, Peter
Literacy Research and Instruction, v54 n2 p135-162 2015
Differentiation is an important practice in today's increasingly diverse classrooms. The researchers used collective case study methods to investigate the role of the principal in supporting differentiated literacy instruction in three purposively selected elementary schools with a documented history of literacy differentiation. For the fourth and fifth grade teachers (n = 15) and their principals (n = 3), differentiated literacy instruction was synonymous with guided reading. To facilitate this practice, principals protected the 60-minute literacy block from push-in or pull-out services and leveraged the expertise of district staff. The principals also supported guided reading by providing teachers with structured opportunities to collaborate, where teachers shared resources, narratives, and expertise. Additionally, the principals purchased texts beyond the district curriculum, strategically networked teachers, and evaluated teachers during their literacy block, when teachers were expected to differentiate their instruction.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A