An Analysis of Secondary Schools and Principals' Needs to Implement Literacy Instruction Across the Content Areas
Year: 2014
Type: article
Abstract: As student achievement data continues to reveal that adolescents are not prepared for the literacy demands of college and the workplace, a national reform movement to improve the content and rigor of literacy standards in secondary schools is driving educational change in the United States. The literacy standards require the leadership of administrators to support the implementation process. In Pennsylvania, secondary school leaders are responsible for preparing their schools to implement the PA Core standards for reading and writing in history, social studies, science, and technical subjects. This research study addressed the current capacity for secondary schools to implement components of a school-wide comprehensive literacy plan and the professional development needs of secondary principals to implement the new literacy standards. Data collected from the Keystone to Opportunities (KtO) Local Literacy Needs Assessment from 319 school districts and 10 charters schools by the Pennsylvania Department of Education was analyzed. Additionally, qualitative data was collected from interviews with five secondary principals from Southwestern Pennsylvania. The findings of this study suggest that the majority of secondary schools do not have a comprehensive literacy plan. Additionally, principals recognize their need for professional develop to implement, support, and supervise literacy across the content areas. However, principals are unaware of the opportunities available to improve their understanding of the literacy standards and other state mandates are prioritized ahead of the new standards.
Author: Marguerite Imbarlina
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W169040911