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ERIC Number: EJ821163
Record Type: Journal
Publication Date: 2005-Dec
Pages: 20
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-1570-0763
Instructional Leadership at the Crossroads: Unintended Outcomes of Current Reading Policies
Ylimaki, Rose M.; McClain, Leslie
Leadership and Policy in Schools, v4 n4 p261-280 Dec 2005
Today's instructional leaders face disparate accountabilities. On the one hand, they are accountable for use of research on literacy education that has evolved to be understood as holistic literacy instruction based on an integrated use of semantic, syntactic, and phonemic strategies. On the other hand, leaders must meet requirements of current reading policies that appear to support more traditional ideology, such as direct systematic phonics instruction. This article draws on empirical research findings from a qualitative study of U.S. instructional leaders that examines the impact of current reading policies on instructional leaders' beliefs and practices of effective literacy instruction. Findings from the study reveal several unintended outcomes of current reading policies, including diminished services for low-achieving students. (Contains 1 figure.)
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
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A