An examination of Iowa's elementary school principals' strategies for managing reading programs

dc.contributor.advisor James Edward Sweeney
dc.contributor.author Nwaogu, Peter
dc.contributor.department Education
dc.date 2018-08-15T05:33:22.000
dc.date.accessioned 2020-07-02T06:15:09Z
dc.date.available 2020-07-02T06:15:09Z
dc.date.copyright Fri Jan 01 00:00:00 UTC 1988
dc.date.issued 1988
dc.description.abstract <p>The major purposes of this study were (a) to examine selected reading management practices used by Iowa elementary principals, (b) to determine the impediments to managing reading programs as perceived by Iowa's elementary principals, and (c) to examine the relationships between selected practices and factors such as principal experience and role and size of school and district, as well as how these factors influence Iowa elementary principals' perceptions of perceived impediments;This research used data collected from a survey instrument developed and administered by Dr. Charles Railsback of Iowa State University. The questions pertaining to instructional managment of the reading program were part of a larger study which included instructional management of the mathematics program. The questionnaire was sent to 478 randomly selected elementary school principals from Iowa's 436 local school districts. A total of 295 elementary principals (62%) responded to the survey;The results of the study showed that (a) most Iowa elementary principals reported using sound practices for assigning students to teachers for reading instruction and determining students' reading level; (b) those who serve in the dual role of superintendent-elementary principal perceived other district administrative tasks as an impediment to managing the reading program more than did full-time principals; (c) principals in larger schools perceived student discipline as an impediment to managing the reading program more than did principals in smaller or medium size schools; (d) principals in medium size school districts perceived student discipline as an impediment to managing the reading program more than the principals from smaller and larger school districts; (e) principals in medium size districts reported that non-instructional building tasks were impediments to managing the reading programs more than did principals in larger and smaller districts; and (f) years of experience of the principal and years of teaching experience were not related to better instructional management practices or did not influence principals' perceptions of the impediments to managing reading programs.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/rtd/9705/
dc.identifier.articleid 10704
dc.identifier.contextkey 6366511
dc.identifier.doi https://doi.org/10.31274/rtd-180813-9318
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath rtd/9705
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/82833
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/rtd/9705/r_8825426.pdf|||Sat Jan 15 02:36:51 UTC 2022
dc.subject.disciplines Educational Administration and Supervision
dc.subject.keywords School management and organization
dc.subject.keywords Professional studies in education
dc.subject.keywords Education (Educational administration)
dc.title An examination of Iowa's elementary school principals' strategies for managing reading programs
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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