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ERIC Number: EJ929382
Record Type: Journal
Publication Date: 2011-Jul
Pages: 42
Abstractor: As Provided
ISSN: ISSN-0042-0859
Supporting the Initiation and Early Development of Evidence-Based Grade-Level Collaboration in Urban Elementary Schools: Key Roles and Strategies of Principals and Literacy Coordinators
Cosner, Shelby
Urban Education, v46 n4 p786-827 Jul 2011
This article reports findings from a 3-year longitudinal qualitative case study conducted in three urban elementary schools that examined the ways in which local leadership supported the initiation and early development of evidence-based grade-level collaboration as a mechanism for improving student literacy learning. Findings suggest eight key leadership roles-either individually enacted or jointly performed by principals and literacy coordinators. Central features of these principal-literacy coordinator relationships are identified and a shared leadership framework that details these eight leadership roles as well as strategies associated with role enactment are presented. (Contains 12 notes and 1 table.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A