Many claim that elementary school teachers fail to teach children to adequately read, but few ask teachers why this problem persists. This study illuminates the voices of the teachers as they shared their perceptions of which factors supported or hindered their best practices in literacy instruction. Forty-four elementary school teachers across the United States responded to an open-ended questionnaire detailing the people, structures, political, and fiscal supports and barriers to what they perceived as a comprehensive approach to literacy instruction. Using diagnostic and prognostic frames to structure teachers' responses, findings from this study provide direct implications for administration at the school, district, and state levels as to where teachers perceive financial and personnel concentration should be to provide the best results in literacy instruction.
Barrett-Tatum, Jennifer; Shimek, Courtney; Manak, Jennifer; Bahlmann Bollinger, Chelsey M.; and Wellman, Debra K.
"Where Does the Buck Stop? A Framework Analysis of Systematic Barriers and Supports to Effective Literacy Instructional Practices,"
Journal of Educational Leadership in Action: Vol. 8:
3, Article 2.
Available at: https://digitalcommons.lindenwood.edu/ela/vol8/iss3/2
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