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dc.contributor.advisorMacGregor, Cynthia J. (Cynthia Jane), 1962-eng
dc.contributor.authorFox, Doretta K. 1970-eng
dc.coverage.spatialMissourieng
dc.date.issued2010eng
dc.date.submitted2010 Falleng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on March 7, 2011).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Cynthia MacGregor.eng
dc.descriptionVita.eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionEd. D. University of Missouri--Columbia 2010.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.eng
dc.description.abstractThe purpose of this research study was to examine Missouri middle school principals' perceptions of the adolescent literacy crisis and to ascertain how middle level principals are addressing adolescent literacy needs in their schools. The phenomenological qualitative research approach was selected due to the underpinning of the social constructivism and pragmatism paradigms of the research questions. Data sources included an open-ended online survey administered to a random sample of middle level principal and personal interviews. The research findings are based on the data collected from 50 research participants. Although there was not agreement regarding literacy being in a state of crisis, the study found consensus that literacy is a priority for middle level principals. Additionally, principals reported factors of family chaos, technology challenges, and expanded demands of literacy created additional challenges for adolescent literacy. According to the data, principals are addressing literacy needs through shared responsibility, varied delivery methods, and instructional leadership.eng
dc.format.extent121 pageseng
dc.identifier.oclc706766980eng
dc.identifier.urihttps://hdl.handle.net/10355/10237
dc.identifier.urihttps://doi.org/10.32469/10355/10237eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.subject.lcshConstructivism (Education)eng
dc.subject.lcshMiddle school principalseng
dc.subject.lcshJunior high school principalseng
dc.subject.lcshReading (Secondary)eng
dc.subject.lcshReading (Middle school)eng
dc.subject.lcshLiterature -- Study and teaching (Secondary)eng
dc.subject.lcshLiterature -- Study and teaching (Middle school)eng
dc.subject.lcshTeenagers -- Books and readingeng
dc.subject.lcshLiteracyeng
dc.subject.lcshReading comprehensioneng
dc.titleMiddle level principals' perceptions of the adolescent literacy crisis: a qualitative studyeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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