A Cross-System Comparison of How Leaders Engage With the Science of Reading

• In Event: Friday Roundtable Session 3:05 pm
  In Roundtable Session: Organizational and Instructional Theories, Supports, and Models for Leaders to Consider (Table 21)

Abstract

Educational leaders have been called in recent years to (re)build their systems to support student well-being, counter structural oppressions, and increase academic excellence/equity. With pandemic-related learning interruptions to reading skills and increased attention to “Science of Reading” discourses in the public, leaders are focusing many of their efforts on rebuilding their literacy instructional infrastructure. In this paper, we present findings from a cross-case analysis of three educational systems in one city (traditional public, charter, and Catholic) in order to investigate how school and system leaders engage the Science of Reading discourse and make changes to their educational infrastructure. We highlight key differences across each system and what these differences indicate about trends in the current instructional policy environment.

Authors

• Whitney M. Hegseth, Boston College

• Andrew F. Miller, Boston College

• Michael T. O'Connor, Boston College