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An Examination of Teachers’ Perceptions of Principal Support for Change and Teachers’ Collaboration and Communication Around Literacy Instruction in Reading First Schools

by Dan Berebitsky, Roger D. Goddard & Joanne F. Carlisle - 2014

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Cite This Article as: Teachers College Record Volume 116 Number 4, 2014, p. -
https://www.tcrecord.org ID Number: 17401, Date Accessed: 11/25/2020 12:44:40 AM
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About the Author
  • Dan Berebitsky
    Southern Methodist University
    E-mail Author
    DAN BEREBITSKY is an Assistant Professor in the Educational Policy and Leadership department in the Simmons School of Education and Human Development at Southern Methodist University. His research focuses on the connections between school culture and instructional leadership. Recent research has appeared in Elementary School Journal, Scientific Studies of Reading, and Educational Administration Quarterly. Berebitsky is a former IES Postdoctoral Research Fellow, and in 2010, he was awarded the William J. Davis Award by UCEA for most outstanding article appearing in EAQ, with his coauthors, Roger D. Goddard and Serena Salloum.
  • Roger Goddard
    E-mail Author
    ROGER D. GODDARD is a Senior Fellow at Mid-continent Research for Education and Learning (McREL). He is also currently Co-Principal Investigator of a randomized control trial evaluating the causal impact of McREL’s Balanced Leadership program for school leaders sponsored by IES and Associate Editor for Educational Administration Quarterly. His research focuses on the social psychology of school organization and leadership with a particular emphasis on the conceptualization, measurement, sources, and impacts of efficacy beliefs. A former National Academy of Education/Spencer Foundation Post-doctoral Fellow, his most recent research has appeared in the Elementary School Journal, Educational Researcher, and Educational Administration Quarterly.
  • Joanne Carlisle
    University of Michigan
    E-mail Author
    JOANNE F. CARLISLE is Professor Emerita in the School of Education, University of Michigan. Her research interests focus on the relation of language and literacy development with a special interest in children for whom language and literacy acquisition presents unusual challenges. Recently, her research projects have focused on effective teaching of reading in the early elementary years, including a study of models of professional development for teachers of reading, a study of assessment of teachers’ knowledge about reading, and development of an interactive Web-based program to provide opportunities for teachers to gain experience analyzing the effectiveness of early reading instruction, called Case Studies in Reading Lessons. She was responsible for the evaluation of the Reading First program in Michigan.
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