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Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 12-2008 Principals' Perspectives on Adolescent Literacy Implementation and Support in Secondary Schools: Views through A Sociocultural Lens Jack A. Robinson Follow this and additional works at: https://digitalcommons.usu.edu/etd Part of the Education Commons Recommended Citation Robinson, Jack A., "Principals' Perspectives on Adolescent Literacy Implementation and Support in Secondary Schools: Views through A Sociocultural Lens" (2008). All Graduate Theses and Dissertations. 17. https://digitalcommons.usu.edu/etd/17 This Dissertation is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. PRINCIPALS’ PERSPECTIVES ON ADOLESCENT LITERACY IMPLEMENTATION AND SUPPORT IN SECONDARY SCHOOLS: VIEWS THROUGH A SOCIOCULTURAL LENS by Jack A. Robinson A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in Education Approved: Dr. Kay Camperell Dr. Francine Johnson Major Professor Committee Member Dr. George Hruby Dr. Alison Hruby Committee Member Committee Member Dr. Parker Fawson Dr. Patricia Gantt Committee Member Committee Member Dr. Byron Burnham Dean of Graduate Studies UTAH STATE UNIVERSITY Logan, Utah 2008 ii Copyright © Jack A. Robinson 2008 All Rights Reserved iii ABSTRACT Principals’ Perspectives on Adolescent Literacy Implementation and Support in Secondary Schools: Views Through a Sociocultural Lens by Jack A. Robinson, Doctor of Philosophy Utah State University, 2008 Major Professor: Dr. Kay Camperell Department: Secondary Education In this study, interview data were analyzed to illustrate the perspectives of five secondary school principals in adolescent literacy implementation and support. These principals fell on the continuum from beginning practitioners in adolescent literacy to “seasoned veterans.” They were selected based on the recommendations of their district’s assistant superintendents and/or curriculum directors. I interviewed two high school principals, two middle school principals, and one junior high school principal. Much emphasis has been placed over the last several decades on improving the reading skills of elementary school children, especially in the primary grades. While this goal continues to be an important one, less attention has been paid to the reading needs of adolescents than at the elementary level. Adolescent literacy programs need to be implemented in secondary schools. The iv school principal plays a key role in implementing and supporting all educational initiatives in the school. Unfortunately, there are few directions or guidelines for principals to follow for adolescent literacy implementation and support. Analysis of the data yielded seven common strands. These strands were then viewed through a sociocultural lens, specifically indicating the influence of the student’s experiences, the family, the classroom, the school, and the community on literacy learning. I found that the principal played a key role in adolescent literacy implementation and support in these five schools. I also found that each principal extensively utilized the expertise of his or her faculties—as well as that of the support staff and communities—to determine direction of adolescent literacy programs and practices. (280 pages) v DEDICATION I dedicate this to my wife who loved to read as much as I hated it. Fortunately for me, however, she won the reading wars. I will be indebted to her for that victory forever. She never let me give up on the dissertation, even when the light at the end of the tunnel seemed like it was the train coming the other way. I also dedicate this work to our three children who, along with their spouses, constantly encouraged and supported me through 7 years of hard, but rewarding, labor. Finally, I offer this note of sincere appreciation to my mother-in-law, who, at age 71, earned her high school diploma and served as a true inspiration to me. vi ACKNOWLEDGMENTS I express my sincere appreciation to Dr. Kay Camperell who consistently steered me in the direction of the latest cutting-edge research on adolescent literacy. I also wish to thank Dr. Francine Johnson for her guidance in developing and enhancing my qualitative research and showing me how to merge my raw data into a sociocultural framework. Finally, I want to thank those five brave principals who allowed me to enter their professional lives and delve into what made them such effective literacy leaders. I have learned much from them and have incorporated many of their excellent ideas into my own work with adolescent literacy. Thank you Bob Richards, Chad Hunt, Cindy Dillon, Carol Maughan, and Gary Miller. I will never forget you. Jack A. Robinson vii CONTENTS Page ABSTRACT .................................................................................................................. iii DEDICATION .............................................................................................................. v ACKNOWLEDGMENTS ............................................................................................ vi LIST OF TABLES ........................................................................................................ ix CHAPTER I. STATEMENT OF THE PROBLEM .......................................................... 1 Introduction ................................................................................................. 1 Problem Statement ...................................................................................... 4 Purpose of the Study ................................................................................... 5 Organization of the Study ........................................................................... 5 II. REVIEW OF THE LITERATURE ............................................................ 7 Introduction ................................................................................................. 7 Why Adolescents Need Help with the Reading Process ............................ 18 The Effect of the Principal’s Leadership on Curriculum and Instruction ... 40 Improving Adolescent Literacy Through Principal Leadership ................. 52 Summary ..................................................................................................... 66 III. METHODOLOGY AND PROCEDURES ................................................. 71 Introduction ................................................................................................. 71 Methods....................................................................................................... 72 IV. MEETING THE PRINCIPALS AND THEIR SCHOOLS ........................ 88 Introduction ................................................................................................. 88 The Principals and Their Schools ............................................................... 89 Summary ..................................................................................................... 117 V. RESEARCH FINDINGS ............................................................................ 119 Introduction ................................................................................................. 119 viii Page Analysis of Data Using the Seven Common Strands and Corresponding Sociocultural Perspectives .......................................... 126 Summary of the Seven Strands and Sociocultural Influences .................... 225 VI. CONCLUSIONS AND RECOMMENDATIONS ..................................... 227 Purpose of the Study ................................................................................... 227 Summary of Key Findings .......................................................................... 227 Implications of Results ............................................................................... 239 Questions for Further Research .................................................................. 242 Conclusion .................................................................................................. 243 REFERENCES ............................................................................................................. 245 APPENDICES ............................................................................................................. 256 Appendix A: Requirements of the Institutional Review Board (IRB) ..... 257 Appendix B: Potential Interview Questions ............................................. 263 Appendix C: Transcript Notes .................................................................. 267 Appendix D: Taxonomic Analytic Scheme: How Data Were Reduced for Strand #1 ....................................................................... 269 CURRICULUM VITAE ............................................................................................... 271 ix LIST OF TABLES Table Page 1. Principals in the Study ..................................................................................... 89 2. Schools in the Study ........................................................................................ 90 3. Brief Summary of Principals’ Comments Within the Seven Common Strands ............................................................................................................. 125 4.

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