ESTABLISHING AND MAINTAINING CORE INSTRUCTIONAL FRAMEWORKS IN THE KINDERGARTEN THROUGH FIFTH-GRADE ENGLISH LANGUAGE ARTS CLASSROOM

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dc.access.optionOpen Access
dc.contributor.advisorMcDowelle, James O.
dc.contributor.authorJohnson, Bridget C.
dc.contributor.departmentEducational Leadership
dc.date.accessioned2019-06-12T13:11:06Z
dc.date.available2019-06-12T13:11:06Z
dc.date.created2019-05
dc.date.issued2019-04-26
dc.date.submittedMay 2019
dc.date.updated2019-06-11T15:56:04Z
dc.degree.departmentEducational Leadership
dc.degree.disciplineEDD-Educational Leadership
dc.degree.grantorEast Carolina University
dc.degree.levelDoctoral
dc.degree.nameEd.D.
dc.description.abstractThis study presents a problem of practice in the format of a small-scale proof of concept. The topic is focused on a comprehensive process to improve the implementation of K-5 literacy instruction within a rural district of North Carolina. Improvement Science was used to assist in identifying the problem and to create strategies of improvement in the standardization of literacy instruction within the district. Prior to the implementation of this framework of literacy instruction, instructional practices were not specifically enunciated within the school system. In an effort to establish core instruction in a Multi-Tiered System of Support (MTSS), it was necessary to develop common language and clear expectations. This problem of practice outlines not only the initial implementation of the framework, but also the sustainability efforts that were established to aid all teachers and district leaders in fully understanding and teaching with the framework of instruction.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10342/7222
dc.language.isoen
dc.publisherEast Carolina University
dc.subjectInstructional Framework
dc.subjectCore Instruction
dc.subjectLiteracy Framework
dc.subject.lcshLiteracy programs--North Carolina
dc.subject.lcshReading--North Carolina
dc.subject.lcshRural schools--North Carolina
dc.titleESTABLISHING AND MAINTAINING CORE INSTRUCTIONAL FRAMEWORKS IN THE KINDERGARTEN THROUGH FIFTH-GRADE ENGLISH LANGUAGE ARTS CLASSROOM
dc.typeDoctoral Dissertation
dc.type.materialtext

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