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Because Writing Matters: Principals'...

Moore Effs, Dominique Patrice.

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Because Writing Matters: Principals' Perceptions of Writing Instruction in Middle Schools: A Double Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Because Writing Matters: Principals' Perceptions of Writing Instruction in Middle Schools: A Double Case Study./
Author:	Moore Effs, Dominique Patrice.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	137 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
Subject:	Middle school education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10746616
ISBN:	9780438094680

Because Writing Matters: Principals' Perceptions of Writing Instruction in Middle Schools: A Double Case Study.
Moore Effs, Dominique Patrice.

Because Writing Matters: Principals' Perceptions of Writing Instruction in Middle Schools: A Double Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 137 p.

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ed.D.)--Chicago State University, 2018.

During this era of accountability, the role of the principal has evolved into that of an instructional leader. Because of tis, principals are in a critical position to mediate and moderate initiatives related to curriculum, instruction, assessment, and professional development of teachers in writing. Informed by Lipsky's (2010) theory of street-level bureaucracy, this qualitative study sought to document principals' perceptions of writing instruction in content area subjects as a function of meaningfulness and willingness to implement the Common Core State Standards (CCSS).

ISBN: 9780438094680Subjects--Topical Terms:

969762
Middle school education.

Because Writing Matters: Principals' Perceptions of Writing Instruction in Middle Schools: A Double Case Study.
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100 1 $a Moore Effs, Dominique Patrice. $3 3353260
245 1 0 $a Because Writing Matters: Principals' Perceptions of Writing Instruction in Middle Schools: A Double Case Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 137 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
500 $a Adviser: Crystal Laura.
502 $a Thesis (Ed.D.)--Chicago State University, 2018.
520 $a During this era of accountability, the role of the principal has evolved into that of an instructional leader. Because of tis, principals are in a critical position to mediate and moderate initiatives related to curriculum, instruction, assessment, and professional development of teachers in writing. Informed by Lipsky's (2010) theory of street-level bureaucracy, this qualitative study sought to document principals' perceptions of writing instruction in content area subjects as a function of meaningfulness and willingness to implement the Common Core State Standards (CCSS).
520 $a The researcher employed a multiple-case study design situated within two different middle schools to identify principals' perceptions of writing instruction in middle schools, the factors that influenced their perceptions, and the supports in place to promote successful writing instruction. Findings revealed that 1) principals perceive writing instruction in middle school as both a product and a process based on content area; 2) several factors contribute to principals' perceptions of writing instruction, and 3) writing instruction is supported based on perceived need for resources and the principals' knowledge of available resources to support writing instruction.
520 $a Additionally, it is evident from this investigation that principals, as street-level bureaucrats, have access to significant discretionary power in their local context. The significance of this study was that it highlighted the way in which principals' discretionary power may be harnessed to support the implementation of educational reform initiatives. While findings from this investigation are not generalizable, they might be transferable and suggest the need for additional investigation (Seidman, 2006; Yin, 2013).
590 $a School code: 1322.
650 4 $a Middle school education. $3 969762
650 4 $a Language arts. $3 532624
650 4 $a Pedagogy. $3 2122828
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710 2 $a Chicago State University. $b Doctoral Studies. $3 3346279
773 0 $t Dissertation Abstracts International $g 79-11A(E).
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791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10746616