Mason Archival Repository Service

Intrinsic and Extrinsic Contextual Factors Influencing Advocacy in Literacy Leaders: Perspectives of District Reading Supervisors

Show simple item record

dc.contributor.author Pratt-Fartro, Tamie Lynn
dc.creator Pratt-Fartro, Tamie Lynn
dc.date 2009-11-30
dc.date.accessioned 2009-12-18T17:09:45Z
dc.date.available NO_RESTRICTION en_US
dc.date.available 2009-12-18T17:09:45Z
dc.date.issued 2009-12-18T17:09:45Z
dc.identifier.uri https://hdl.handle.net/1920/5660
dc.description.abstract Public school literacy leaders have complex roles and responsibilities associated with their positions, including being literacy advocates. The purpose of this qualitative study was to explore the factors that contributed to district reading supervisors' perceptions of advocacy. Participants included five district reading supervisors in the state of Virginia. Using grounded theory design, a series of three rounds of interviews with each participant yielded data related to intrinsic and extrinsic contextual factors that influenced how district reading supervisors and school-based reading professionals worked to meet literacy needs in K-12 settings. Results indicated that past experiences informed both roles and dispositions. Supervisors and reading professionals used their roles to support others in meeting students' needs. Professional and personal dispositions influenced the ways in which literacy leaders negotiated relationships with literacy stakeholders, particularly principals. These extrinsic and intrinsic factors subsequently influenced the ways in which district reading supervisors perceived and enacted advocacy. Discussion includes a substantive theory of advocacy in literacy leaders, questions warranting further study, and implications for teacher educators, school-based administrators and educational policymakers.
dc.language.iso en_US en_US
dc.subject reading en_US
dc.subject literacy en_US
dc.subject central office en_US
dc.subject advocacy en_US
dc.subject district reading supervisors en_US
dc.subject literacy leadership en_US
dc.title Intrinsic and Extrinsic Contextual Factors Influencing Advocacy in Literacy Leaders: Perspectives of District Reading Supervisors en_US
dc.type Dissertation en
thesis.degree.name Doctor of Philosophy in Education en_US
thesis.degree.level Doctoral en
thesis.degree.discipline Education en
thesis.degree.grantor George Mason University en


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search MARS


Browse

My Account

Statistics