Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains xi, 156 p. Vita. Includes abstract. Includes bibliographical references (p. 125-138).

本研究旨在調查新北市國民小學閱讀推廣現況，並探討新北市閱讀績優學校閱讀推廣的關鍵因素。透過問卷調查各校閱讀推廣的現況以及閱讀推廣的困境，並對市內九所閱讀磐石學校閱讀推廣負人進行訪談，探討閱讀績優學校閱讀推廣成功的因素。 調查結果顯示，新北市國民小學閱讀推廣現況在市政府的政策支援、學校及家長的重視下，校方多能制訂計畫進行校園閱讀推廣，且閱讀資源面上獲取的管道多元，除了政府提撥的經費外，與民間團體、社區的合作更加密切，然而資源M型化分配是一隱憂。在執行面上重視人力專業化與教師自我增能的需求，但閱讀推廣負責人身兼數職工作繁重的問題有待解決。在推廣困境上，城市區域小學在於凝聚教師共識與推廣時間不足，平地鄉鎮小學在於閱讀的基礎環境改善，偏遠地區小學則在於學生閱讀動機與閱讀氣氛的營造，各有不同的挑戰。 在閱讀磐石學校推廣關鍵因素方面，校長的理念與作法極為關鍵，除了組織團隊、凝聚親師共識，積極引進產官學界資源外，更將閱讀融入校本課程、致力閱讀教學的連貫化與系統化。而為了因應閱讀研究的脈動亦重視人員素質的提升，然而成員流動的問題卻造成閱讀推廣的隱憂。 根據研究結果建議，在教育相關單位方面，培訓校長成為校園閱讀推手，提高圖書館層級與編制，全面設置閱讀推動教師，廣辦研習擴大參與對象範圍，在資源上成立區域聯盟，平衡分配差距；在學校方面，應審慎擬定閱讀推廣計畫建立回饋修正機制，凝聚親師推廣共識、提升人力素質，精緻化閱讀推廣內容，多元評估閱讀成效，更要融入校本課程達成閱讀推廣系統化的目標。 / The purpose of this research is to investigate New Taipei City Elementary school reading promotion, and to explore the success factors for Reading Keystone Schools in New Taipei City. The study is via the surveys to understand the process and the difficulties of reading promotion in practice, interviewing the persons in charge of reading promotion from the nine Reading Keystone Schools to explore success factors. The results indicated that based on supports from government and value of parents, elementary schools in New Taipei City are very involved in reading promotion and receive lots of information, cooperating with NGO and community besides funds.however M type of resource allocation is a worry. Regarding execution, professional development and teacher self-empowerment are emphasized; however, different regions school have unique problems of reading promotion. Regarding success factors, principals play an important role in teamwork, consensus, school-based reading curriculum, acquiring resources, and elevating reading teaching system. In addition, a high turnover of staff leads to a difficult situation. According to research conclusion, several suggestions were proposed. For educational administrative institutions, it is suggested to train principals to be a facilitator, to elevate organization of library, and to launch workshop. For school administrators, it is suggested to plan reading program, content and feedback system, and to promote the cooperation between teachers and parents, including multiple evaluation and school-based curriculum.

published_or_final_version / abstract / toc / Linguistics / Master / Master of Arts in Applied Linguistics

This purpose of this research study was to investigate the role of effective principals and how that role relates to the improvement of adolescent reading skills. This research study identified three strategies that were utilized by principals in an effort to develop effective reading skills in adolescent students which are: (1) effective program implementation of research-based reading practices, (2) data utilization and analysis to direct instruction, and (3) professional development for teachers. Instructional improvement ranks among the most important role of effective leaders. Instruction is the center effective curriculum improvement and implementation. The single most important strategy that can contribute to an effective curriculum is ongoing professional development. Successful staff development requires skill, sophistication, and persistence of effort according to Fullan (1991, 1993). The target population in this research study was comprised of a purposive sample of seventy-two principals from junior high and senior high schools across the state of Indiana. The sample was selected by using a nonrandom, non-probability sampling method which did not allow for the specification of each sample selected. The data from the sample population of principals who completed the survey were used to report, correlate, and analyze data collected from the Education Survey and the pre-Lexile reading scores and post- Lexile reading scores. A review of all collected data indicated the following:  Schools that utilize a scientifically based reading program were more likely to submit scores than those schools that utilize a reading program embedded in the subject content areas.  The t test data reflected a t score of 3.121 which was sufficient to reject the null hypothesis - The principal’s role has no effect on the improvement of adolescent reading skills. In rejecting the null hypothesis, it is reasonable to accept the hypothesis that the statistical difference between the pre- and post- Lexile scores is related to the role of the principal.  There is a statistical significance which would indicate that the relationship between the staff and the principal is important in predicting effective reading instruction for adolescents at the high school and/or middle high school level.  Based on the data taken from the Education Survey and the growth between pre- and post- Lexile scores, there is an indication that as effective curriculum leadership increases the predictive value of effective reading instruction decreases.  There is a statistical significance between how principal rated themselves on providing opportunities for teachers’ professional development and the growth between the pre- and post- Lexile reading scores. / Department of Educational Leadership

Thesis (M.Ed.)--Bowling Green State University, 2009. / Document formatted into pages; contains vii, 118 p. Includes bibliographical references.

Thesis (Ed.D.)--University of Delaware, 2008. / Principal faculty advisor: Robert Hampel, School of Education. Includes bibliographical references.

Thesis (M.Ed.)--Bowling Green State University, 2008. / Document formatted into pages; contains viii, 98 p. Includes bibliographical references.

Thesis (Ed.D.)--University of Delaware, 2007. / Principal faculty advisor: Primo V. Toccafondi, School of Education. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 90-94).

Thesis (M.A.)--University of Wyoming, 2008. / Title from PDF title page (viewed on June 27, 2009). Includes bibliographical references (p. 45-47).