Getting at the Core of Literacy Improvement
A Case Study of an Urban Secondary School
Bibliographic Data
| ID | 9730246 |
|---|---|
| Authors | Chantal Francois (0000-0002-8337-829X, Rutgers Graduate School of Education, New Brunswick, NJ, corresponding author) |
| Year | 2014 |
| Volume | 46 |
| Issue | 5 |
| Pages | 580-605 |
| Publication date | 2014-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124512458116 |
| OpenAlex | W2133662808 |
| Language | EN |
| Citations received | 4 |
| References cited | 25 |
Although national trends of urban adolescent reading underachievement suggest that schools are unable to adequately support this population’s reading development, some studies have demonstrated that urban schools can operate to raise student achievement, thereby disrupting national trends. In this study, the author investigates one such school that capitalized on instructional leadership, time and space, and teacher agency to both raise teacher capacity and youths’ reading achievement. It appears that an interrelationship among these features were critical in creating change at the school. Findings from this study hold important implications for future investigations on literacy instruction in urban schools
Academic achievement · Agency (philosophy · Literacy · Mathematics education · Pedagogy · Political science · Population · Reading (process · Social science · Sociology · Space (punctuation) · Student achievement · Computer Science · Education Systems and Policy · Psychology · Reading and Literacy Development · School Choice and Performance
Keeping track
Schoolteacher
Other People's Children
Case Study Research
The Discovery of Grounded Theory
Tinkering toward Utopia
Other people's children
Teachers' Perceptions and Expectations and the Black-White Test Score Gap
Matthew Effects in Reading
Response to Literature as a Cultural Activity
Just Plain Reading”
Positioning
Dysconscious Racism
School Teacher
Teachers' Expectations and Sense of Responsibility for Student Learning
Qualitative Research Design
Institutionalized Organizations
| Citations per year | 0.31 |
|---|---|
| Citation span | 2013 - 2025 (13) |
| Highly cited | No |