Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


akron1152122723.pdf (2.61 MB)

ETD Abstract Container

Abstract Header

Mentors', Teachers', and Principals' Perceptions Of a Voluntary Elementary Literacy Mentoring Program: A Case Study

Starrick, Carol A.
http://rave.ohiolink.edu/etdc/view?acc_num=akron1152122723

Abstract Details

2005, Doctor of Education, University of Akron, Educational Administration.
The purpose of this study was to examine a district literacy mentoring program through the lens of those participating as literacy mentors, teachers, and principals. A secondary purpose was to understand the perceived impact the program had on classroom practice and literacy achievement in the district. The site was one suburban school district in northeast Ohio which is comprised of five elementary schools. The mentor program was developed in response to a district need to increase professional development in literacy and to raise awareness of literacy issues. The study was guided by two research questions: 1) In what ways do mentors, teachers and principals characterize their experiences of participation in a literacy mentor program? and 2) What is the perceived impact of the literacy mentor program? Overall, participants characterized their experiences in the program as highly positive. A number of particular findings emerged as central to the program’s success. First, the development of collaborative relationships at all levels was critical. Inherent in the development of those relationships was frequent communication over time that nurtured the emergence of a common vocabulary within buildings and among buildings and a sense of trust among the adults. Second, the importance of sustained opportunities for rigorous academic learning that occurred throughout the program, mostly through research-based “book studies,” was extremely important. A third finding of significance was that each group, teachers, principals and mentors, perceived the mentors' primary role differently. In fact, perception of the mentors’ role appeared to be closely related to each group’s role in the building. Teachers saw the literacy mentor's role from the perspective of what the mentor could do for them. Teachers noted the instructional role as prime. Principals also talked about the instructional role mentors played in the buildings. They saw it as prime, but coupled it with many comments regarding the leadership role. Principals saw mentors helping to set goals for the building, helping to plan meetings and professional development opportunities. They talked about mentors helping to set a vision for the building. Mentors also noted instructional and leadership roles most frequently. However, they seemed to place an even heavier emphasis upon the leadership role than principals or teachers. In conclusion, all three groups mentioned instructional and leadership roles at the top of their lists. There were, however, differences in the frequency with which they mentioned them and the importance they placed upon each role. Finally, the study found that there were definite changes in increased student academic achievement, attitudes and motivation due to the program. Moreover, there was a stronger school/home connection as a result of an increase in school/home communication about reading and writing stemming from the program.
Evangeline Newton (Advisor)
Literacy Mentors; Literacy Mentoring Program; Literacy Coaching; Literacy Issues; Educational Administration; Professional Development; Collaboration; Teacher Leaders; Common Vocabulary

Recommended Citations

Citations

  • Starrick, C. A. (2005). Mentors', Teachers', and Principals' Perceptions Of a Voluntary Elementary Literacy Mentoring Program: A Case Study [Doctoral dissertation, University of Akron]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=akron1152122723

    APA Style (7th edition)

  • Starrick, Carol. Mentors', Teachers', and Principals' Perceptions Of a Voluntary Elementary Literacy Mentoring Program: A Case Study. 2005. University of Akron, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=akron1152122723.

    MLA Style (8th edition)

  • Starrick, Carol. "Mentors', Teachers', and Principals' Perceptions Of a Voluntary Elementary Literacy Mentoring Program: A Case Study." Doctoral dissertation, University of Akron, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=akron1152122723

    Chicago Manual of Style (17th edition)

akron1152122723
1,732
© 2005, all rights reserved.
This open access ETD is published by University of Akron and OhioLINK.