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Doctoral Dissertation Announcement
Candidate: Susan L. Johnson
Doctor of Philosophy
Department: Educational Leadership, Research, and Technology
Title: Daily Practices Elementary Principals Utilize to Increase Student Reading Achievement: A Case Study of Successful MIBLSI Elementary Schools
Dr. Van Cooley, Chair
Dr. James Morse
Dr. Patricia Reeves
Dr. Sandra Standish
Date: Monday, May 17, 2010 10:00 a.m. - Noon
3306 Sangren Hall
This case study examines three K-5 schools, one 3-5 school and two K-2 schools that implemented Michigan’s Behavior and Learning Support Initiative (MiBLSi) and showed improvement trends in third grade reading achievement as measured by MEAP results over four years. Each of the six schools completed the three years of MiBLSi training and were in their fourth, fifth or sixth year since beginning the program.
A wealth of studies has been conducted on effective leadership responsibilities for principals (Beck & Murphy, 1996; Blasé & Blasé, 2000; Fullan, 2008; Lambert, 2003; Lashway, 2002; Marzano, Waters & McNulty, 2005; Stronge et al., 2008). Similarly extensive work has been completed on differentiating between types of change and key factors in leading second order change and how fidelity is the key in implementing school reform. What remains to be studied is how effective principals synthesize this information and translate it into daily practices that result in increased student reading achievement. Interviews of principals were conducted. Focus groups with teachers and staff were held at five buildings. Observations were made of the principal during a regularly occurring school day. Documents, such as annual reports, school improvement plans and MiBLSi documentation, were collected and analyzed.