Literacy Leadership: How One Principal Promoted Literacy Scholarship in an Urban School

• In Event: Leading Powerful Equity-Oriented Instruction

Abstract

Early literacy is the foundation for students’ academic (Murphy, 2004) and future economic success (Carnevale et al., 2013; Frizzell et al., 2017). However, a reading achievement gap continues to exist between low-income children, students of color, and their White and affluent peers (Au, 2007; Fiester, 2013; Hernandez, 2011). This qualitative, intrinsic case study examined the literacy leadership practices of a Title I elementary principal in the southeastern United States. Through the lens of instructional and culturally responsive school leadership, this study examined how the principal (1) bolstered the literacy outcomes of third-grade students of color and (2) formed partnerships with the parents and families. The researcher used the Stake (1995) qualitative case study methodology for data collection and data analysis.

Authors

• Lisa D. Thompson, Georgia State University

• Kristina Brezicha, Georgia State University