THE POLITICS OF LITERACY INSTRUCTION: An Historical Case Study of Elementary Literacy Programming at...

THE POLITICS OF THE POLITICS OF LITERACY LITERACY

INSTRUCTION:INSTRUCTION:An Historical Case Study An Historical Case Study of Elementary Literacy of Elementary Literacy Programming at the Programming at the

Local LevelLocal Level

2222ndnd World Reading Congress World Reading CongressJuly 2008July 2008

Purpose of Research in Purpose of Research in SchoolsSchools

To make it possible to To make it possible to changechange

situations for the better situations for the better (Bransford,(Bransford,

et al, 2000; Spindler, 1982).et al, 2000; Spindler, 1982).

East Baton Rouge East Baton Rouge Elementary Reading Elementary Reading ProgramProgram 1996-20061996-2006

How have local, national and political How have local, national and political forces shaped literacy practices and forces shaped literacy practices and instructional change in the East Baton instructional change in the East Baton Rouge Parish School System’s (EBRPSS) Rouge Parish School System’s (EBRPSS) elementary reading program from 1996 elementary reading program from 1996 to 2006?to 2006?

What is the impact of such change on What is the impact of such change on selected teachers and administrators selected teachers and administrators from 1996 – 2006?from 1996 – 2006?

Study DimensionsStudy Dimensions

ContextContext

Space & timeSpace & time

SchedulesSchedules

People (key informants)People (key informants)

Angle my visionAngle my vision

Foreground & backgroundForeground & background

PositioningPositioning

Why Ethnographic Why Ethnographic Approaches?Approaches?

As a method of inquiryAs a method of inquiry

“Ethnographic research has “Ethnographic research has always contained within it a always contained within it a variety of perspectives” (p. 467).variety of perspectives” (p. 467).

Atkinson, P., Coffey, A., & Delamont, S. Atkinson, P., Coffey, A., & Delamont, S. (1999). Ethnography: Post, past, and (1999). Ethnography: Post, past, and present. present. Journal of Contemporary Journal of Contemporary Ethnography, 28Ethnography, 28, 460-471. , 460-471.

Why a Case Study?Why a Case Study?

Being “on the case” in language and Being “on the case” in language and literacy studies, means I want to literacy studies, means I want to engage in “the intense study of engage in “the intense study of singular individuals, local activities, singular individuals, local activities, and specific places” (p.1).and specific places” (p.1).

Dyson Haas, A. & Genishi, C. (2005). Dyson Haas, A. & Genishi, C. (2005). On the caseOn the case. NY: Teachers College . NY: Teachers College Press.Press.

Why An Historical Why An Historical Perspective?Perspective?

A case study is an exploration of aA case study is an exploration of a““bounded system,” bounded by bounded system,” bounded by timetime

and place.and place.

Creswell, J. (1998). Creswell, J. (1998). Qualitative inquiry &Qualitative inquiry &research designresearch design. Thousand Oaks, CA: . Thousand Oaks, CA:

SageSagePublications.Publications.

M-M’s viewM-M’s view

I am fascinated by the messy I am fascinated by the messy complexity of human school complexity of human school experience and the combination experience and the combination of units- how teachers and of units- how teachers and administrators experienced the administrators experienced the literacy world around them in literacy world around them in EBRPSS from 1996-2006…..EBRPSS from 1996-2006…..

Nested DesignNested Design

PoliticalForces

National OrganizationsLocal Leadership

EBRPSS Elem. Rdg. Prog.

East Baton Rouge Parish School System Demographic Overview100th

largest school system in the US

•465 square miles•54 elementary schools (2 post-Katrina)•17 middle schools (1 post-K; 2 alternative)•18 high schools (4 alternative)•78.68% Black/ 21.32% non-Black•75.35% free & reduced lunch•48,634 total students (25,306 elementary)

ELEMENTARY ENROLLMENT

•Pre-K…………………..2030•Kindergarten…………..4120•1st grade……………......3988•2nd grade…………….....3737•3rd grade……………….3675•4th grade……………….4344•5th grade…………….…3412•Total K-3 enrollment…………15,520

Study ParticularsStudy Particulars

Site & participants (EBRPSS within nest; selected Site & participants (EBRPSS within nest; selected teachers & administrators)teachers & administrators)

Data Sources (field notes as participant/observer, Data Sources (field notes as participant/observer, formal/informal interviews, historical artifacts)formal/informal interviews, historical artifacts)

Data analysis (searching for coherency…Wolf, Data analysis (searching for coherency…Wolf, interpretive & reflexive as other’s experience is interpretive & reflexive as other’s experience is mediated by my experience (read, analytically code mediated by my experience (read, analytically code to group & categorize data, construct an analytic to group & categorize data, construct an analytic quilt (look for developing patternsquilt (look for developing patterns

Findings (pulling together the analytical strands)Findings (pulling together the analytical strands)

Significant Political Significant Political EventsEvents

• 1998 US Congress decides to become involved in reading1998 US Congress decides to become involved in reading• 2000 National Reading Panel2000 National Reading Panel

– Ignored studies over 20 years oldIgnored studies over 20 years old– Only empirical work includedOnly empirical work included– Only considered scientifically-based reading researchOnly considered scientifically-based reading research

• 2000 Louisiana institutes L.E.A.P.2000 Louisiana institutes L.E.A.P.• 2001 the No Child Left Behind (NCLB) Act2001 the No Child Left Behind (NCLB) Act• 2001 confirmed Rod Paige as (72001 confirmed Rod Paige as (7thth) Sec’t of Education ) Sec’t of Education • 2002 Reading First program announced2002 Reading First program announced• 2003, Susan Neuman resigns as Under Sec’t of Ed.2003, Susan Neuman resigns as Under Sec’t of Ed.• 2005 Rod Paige resigns as Sec’t of Education2005 Rod Paige resigns as Sec’t of Education• 2005 Margaret Spellings confirmed (82005 Margaret Spellings confirmed (8thth) Sec’t of Education ) Sec’t of Education • 2005 Reid Lyon leaves Nat’l Inst. of Child Health & Human 2005 Reid Lyon leaves Nat’l Inst. of Child Health & Human

Development Development

National Political National Political LeadersLeaders

• 1993-2001 William Jefferson Clinton1993-2001 William Jefferson Clinton

• 2001-present George Walker Bush2001-present George Walker Bush

IRA leadershipIRA leadership

• 1996-971996-97 Richard VaccaRichard Vacca• 1997-981997-98 John PikulskiJohn Pikulski• 1998-991998-99 Kathryn RansomKathryn Ransom• 1999-20001999-2000 Carol SantaCarol Santa• 2000-012000-01 Carmelita WilliamsCarmelita Williams• 2001-022001-02 Donna OgleDonna Ogle• 2002-032002-03 Jerry JohnsJerry Johns• 2003-042003-04 Leslie Mandel MarrowLeslie Mandel Marrow• 2004-052004-05 Mary Ellen VogtMary Ellen Vogt• 2005-062005-06 Richard AllingtonRichard Allington

NRC leadershipNRC leadership

• 1996-971996-97 Kathryn AuKathryn Au• 1997-981997-98 Martha RiddellMartha Riddell• 1998-991998-99 Linda B. GambrelLinda B. Gambrel• 1999-20001999-2000 Taffy E. RaphaelTaffy E. Raphael• 2000-012000-01 Peter MosenthalPeter Mosenthal• 2001-022001-02 Deborah DillonDeborah Dillon• 2002-032002-03 Lee GundersonLee Gunderson• 2003-042003-04 Lea McGeeLea McGee• 2004-052004-05 Donald LeuDonald Leu• 2005-062005-06 Victoria Purcell-GatesVictoria Purcell-Gates

NCTE LeadershipNCTE Leadership

• 1996-971996-97 Carol AveryCarol Avery• 1997-981997-98 Sheridan BlauSheridan Blau• 1998-991998-99 Joan Naomi SteinerJoan Naomi Steiner• 1999-20001999-2000 Jerome C. HarsteJerome C. Harste• 2000-012000-01 Anne Ruggles GereAnne Ruggles Gere• 2001-022001-02 Leila ChristenburyLeila Christenbury• 2002-032002-03 David BloomeDavid Bloome• 2003-042003-04 Patricia Lambert StockPatricia Lambert Stock• 2004-052004-05 Randy BomerRandy Bomer• 2005-062005-06 Kyoko SatoKyoko Sato

What’s Hot-What’s Not What’s Hot-What’s Not columncolumn

This is a survey of literacy leaders conducted since This is a survey of literacy leaders conducted since 1996.1996.

Between April and August, literacy leaders areBetween April and August, literacy leaders are

interviewed, in person or by phone. All are read interviewed, in person or by phone. All are read

A standard 178-word paragraph and respondA standard 178-word paragraph and respond

““hot” or “not hot,” the “should be hot, or should not behot” or “not hot,” the “should be hot, or should not be

hot.” Interviewees are told responses do not hot.” Interviewees are told responses do not necessarilynecessarily

reflect their personal opinions, but responses refer to reflect their personal opinions, but responses refer to thethe

level of attentionlevel of attention a topic is given. a topic is given.

What’s Hot-What’s NotWhat’s Hot-What’s Not

Each year the 25 literacy leaders who respondedEach year the 25 literacy leaders who respondedthe previous year are sent the previous year’s list,the previous year are sent the previous year’s list,asked to make modifications and return via aasked to make modifications and return via aSASE. Those who do not respond are either calledSASE. Those who do not respond are either calledor e-mailed and urged to respond. For instance, or e-mailed and urged to respond. For instance,

2323of the 25 who were on the 2006 list eventuallyof the 25 who were on the 2006 list eventuallyresponded and thus, the 2007 list wasresponded and thus, the 2007 list wasconstructed. constructed.

List CriteriaList Criteria

National or international literacy perspectiveNational or international literacy perspective

Board members & editorial boards Board members & editorial boards representedrepresented

Geographical representation based on IRA Geographical representation based on IRA membershipmembership

Different job categoriesDifferent job categories

Ethnically diverseEthnically diverse

*****Knowledge of trends and issues at *****Knowledge of trends and issues at national/international level******national/international level******

Extremely Hot

Very Hot

What’s HotWhat’s Hot 20072007 1111thth yearyear

adolescent literacyadolescent literacy (extremely hot)(extremely hot)

direct/explicit instructiondirect/explicit instruction(very hot)(very hot)ESL/ELLESL/ELLfluencyfluencyhigh-stakes assessmenthigh-stakes assessmentinformational texts (expository)informational texts (expository)literacy/reading coachesliteracy/reading coachesscientific evidenced-based reading scientific evidenced-based reading

research research & & instructioninstruction

What’s Hot What’s Hot 20062006 1010thth yearyear

Adolescent literacyAdolescent literacy (very hot)(very hot)Direct/explicit instructionDirect/explicit instruction Comprehension ComprehensionESL/ELLESL/ELL FluencyFluencyHigh stakes assessmentHigh stakes assessment Informational textsInformational textsLiteracy/reading coachesLiteracy/reading coaches PhonicsPhonicsMeaning/vocabularyMeaning/vocabulary Early intervention Early interventionScientific evidence-based reading research & Scientific evidence-based reading research &

inst.inst.Political/policy influences on literacy Political/policy influences on literacy

instructioninstruction


Scientifically evidence-based reading research Scientifically evidence-based reading research & instruction& instruction(extremely hot)(extremely hot)

ComprehensionComprehension ESLESL (very hot)(very hot)

FluencyFluency direct/explicit instructiondirect/explicit instruction

Phonemic awarenessPhonemic awareness high stakes high stakes assessmentassessment

PhonicsPhonics literacy/reading coachesliteracy/reading coaches

Political/policy influences on literacyPolitical/policy influences on literacy


ComprehensionComprehension (very hot)(very hot)Direct instructionDirect instructionEarly interventionEarly interventionFluencyFluencyHigh-stakes assessmentHigh-stakes assessmentPhonemic awarenessPhonemic awarenessPhonicsPhonicsScientific evidence-based reading Scientific evidence-based reading

research & inst.research & inst.


(very hot)(very hot)• Scientifically based reading research & Scientifically based reading research &

practicepractice• PhonicsPhonics• Phonemic awarenessPhonemic awareness• High-stakes assessmentHigh-stakes assessment• FluencyFluency• Early interventionEarly intervention• Direct instructionDirect instruction


• Early interventionEarly intervention (very (very hot)hot)

• High-stakes assessmentHigh-stakes assessment• Phonemic awarenessPhonemic awareness• PhonicsPhonics• Research-based practiceResearch-based practice• Teacher education for readingTeacher education for reading


• Balanced reading instructionBalanced reading instruction (very (very hot)hot)

• Decodable textDecodable text• Early interventionEarly intervention• Guided readingGuided reading• High-stakes assessmentHigh-stakes assessment• Research-based practiceResearch-based practice• Phonemic awarenessPhonemic awareness• PhonicsPhonics



• Decodable textDecodable text• Early interventionEarly intervention• Guided readingGuided reading• Research-based practiceResearch-based practice• Phonemic awarenessPhonemic awareness• PhonicsPhonics• State/provincial/national assessmentState/provincial/national assessment

What’s Hot What’s Hot 19991999 33rdrd yearyear


• Decodable textDecodable text• Early interventionEarly intervention• Guided readingGuided reading• Phonemic awarenessPhonemic awareness• PhonicsPhonics• State/provincial/national assessmentState/provincial/national assessment• Volunteer tutoringVolunteer tutoring

What’s Hot What’s Hot 19981998 22ndnd yearyear

• Balanced reading instructionBalanced reading instruction (very hot)(very hot)

• Early interventionEarly intervention• Direct instructionDirect instruction• Phonemic awarenessPhonemic awareness• PhonicsPhonics• Volunteer tutoringVolunteer tutoring

What’s Hot What’s Hot 19971997 11stst yearyear

• Balanced reading instructionBalanced reading instruction (very hot)(very hot)

• Early interventionEarly intervention• Emergent literacyEmergent literacy• Phonemic awarenessPhonemic awareness

EBRPSS SuperintendentsEBRPSS Superintendents1996-20061996-2006

•

*[1995 Jerry Epperson (interim)] *[1995 Jerry Epperson (interim)] *1995-2001 Gary Matthews*1995-2001 Gary Matthews*June 2001- July 2004 Clayton Wilcox*June 2001- July 2004 Clayton Wilcox*July –Nov. 2004 C. Placide (interim)*July –Nov. 2004 C. Placide (interim)*Nov. 2004-present Charlotte Placide*Nov. 2004-present Charlotte Placide

EBRPSS Literacy EBRPSS Literacy Programs PurchasedPrograms Purchased

Matthews…… (1995-2001) ……….Reading Recovery, Matthews…… (1995-2001) ……….Reading Recovery, basal reader as program, established literacy basal reader as program, established literacy libraries, “little” books, espoused libraries, “little” books, espoused balanced balanced literacy literacy approach & distributed leadershipapproach & distributed leadership

Wilcox……(2001-04)…..Compass Learning, Read Wilcox……(2001-04)…..Compass Learning, Read 180, basal reader as program, espoused 180, basal reader as program, espoused standard standard approach approach and instituted frequent progress and instituted frequent progress monitoring, pacing guidesmonitoring, pacing guides

Placide… (2004-2007) ……Open Court, ordered all Placide… (2004-2007) ……Open Court, ordered all other materials to warehouse, espoused a other materials to warehouse, espoused a scripted scripted approachapproach, instituted 90 minute blocks w/a “menu” , instituted 90 minute blocks w/a “menu” of activitiesof activities

Administrator Administrator DemographicsDemographics

• Ms. S…..38 years in system,Ms. S…..38 years in system,

1996 appointed principal1996 appointed principal• Mr. R….38 years in systemMr. R….38 years in system

1996 appointed principal1996 appointed principal• Sam…..45 years in systemSam…..45 years in system

1996 appointed principal1996 appointed principal

Administrator interviewsAdministrator interviews

Ms. S…… “I’m a team player, but I Ms. S…… “I’m a team player, but I also do what is right for children. I also do what is right for children. I will always do what I am told, but I will always do what I am told, but I work for what’s best for my school, work for what’s best for my school, these children and this community. these children and this community. Children must remain the focus, not Children must remain the focus, not programs.”programs.”


Mr. R….. “I feel professionally Mr. R….. “I feel professionally discounted and discounted and disappointed disappointed that the district made such abrupt that the district made such abrupt changes without input from the majority of changes without input from the majority of principals. It seems a much wiser course to pilot principals. It seems a much wiser course to pilot these initiatives and then examine their efficacy these initiatives and then examine their efficacy before making sweeping instructional changes. before making sweeping instructional changes. Principal and teacher buy-in were obviously not Principal and teacher buy-in were obviously not priorities. In fact, principals were told that priorities. In fact, principals were told that implementation of the 2005 reading initiative implementation of the 2005 reading initiative was unconditional and our only alternative was was unconditional and our only alternative was to resign. Principal turnover has been to resign. Principal turnover has been tremendous since 2005.” tremendous since 2005.”


Sam… “We need to work for the whole, Sam… “We need to work for the whole, for what is best for the entire district. We for what is best for the entire district. We have very high performing schools right have very high performing schools right here, but we ignore their success, look here, but we ignore their success, look outside the system and the powers that outside the system and the powers that be seem to think there is a magic, silver be seem to think there is a magic, silver bullet out there. We have the expertise, bullet out there. We have the expertise, and we have the sense, and we know our and we have the sense, and we know our community, but those that speak up community, but those that speak up have paid a heavy price for their words.” have paid a heavy price for their words.”

Teacher DemographicsTeacher Demographics

• JKC 29 years with system, left in 2006JKC 29 years with system, left in 2006• Mrs. C 16 years with system, remains Mrs. C 16 years with system, remains

in systemin system• Mrs. D 15 years with system, left in Mrs. D 15 years with system, left in

20062006• EGH 17 years with system, le4ft in EGH 17 years with system, le4ft in

20052005

Teacher InterviewsTeacher Interviews

• JKC 29 years with system, left in 2006JKC 29 years with system, left in 2006

““I could only bend my philosophy so far. I could only bend my philosophy so far. When they hired a Director of Reading When they hired a Director of Reading with no reading background in 2005, I with no reading background in 2005, I couldn’t hide in my school and pretend couldn’t hide in my school and pretend any more. I couldn’t stomach the any more. I couldn’t stomach the changes. In 1997, I was so proud to work changes. In 1997, I was so proud to work for EBRPSS, we were making huge for EBRPSS, we were making huge strides in reading. Eight years later, I left strides in reading. Eight years later, I left because of the nonsense.”because of the nonsense.”


• Mrs. C 16 years with system, remains in Mrs. C 16 years with system, remains in systemsystem

““I stay because of my principal, her advocacy I stay because of my principal, her advocacy for kids and teachers and because she does for kids and teachers and because she does what is best for kids. I felt so empowered in what is best for kids. I felt so empowered in 1997. I though Balanced Literacy was the 1997. I though Balanced Literacy was the approach for us. It worked. Kids learned. We approach for us. It worked. Kids learned. We gave kids what they needed. We still do that gave kids what they needed. We still do that in my building, but I wouldn’t work anywhere in my building, but I wouldn’t work anywhere else in the distract. Those in charge swing like else in the distract. Those in charge swing like a tree in the wind.” a tree in the wind.”


• Mrs. D 15 years with system, left in 2006Mrs. D 15 years with system, left in 2006

““Being trained in Reading Recovery, having Being trained in Reading Recovery, having the empowerment to work for children as a the empowerment to work for children as a team and then to teach teachers was so team and then to teach teachers was so energizing. When the district decided to energizing. When the district decided to purchase Open Court, I knew my days were purchase Open Court, I knew my days were numbered. I couldn’t work for a system numbered. I couldn’t work for a system that devalued professional input and that devalued professional input and opinions, that reduced kids to robots and opinions, that reduced kids to robots and ignored the thinking part of reading.”ignored the thinking part of reading.”


• EGH 17 years with system, left in 2005EGH 17 years with system, left in 2005

““Ten years ago, I would never have Ten years ago, I would never have imagined leaving EBR. It was a great imagined leaving EBR. It was a great place to work, teachers had a voice and place to work, teachers had a voice and children were at the center of children were at the center of instructional decisions. As I worked on instructional decisions. As I worked on my National Boards and examined my my National Boards and examined my practice, I kept thinking about what the practice, I kept thinking about what the district was doing, how it was changing district was doing, how it was changing and why. I left the first chance I had.” and why. I left the first chance I had.”

FindingsFindings

• Loss of input and empowerment Loss of input and empowerment leads to negative feelings.leads to negative feelings.

• The narrower the focus, the less The narrower the focus, the less professionalism in terms of input professionalism in terms of input and decision-making.and decision-making.

• Focus on programs, not children.Focus on programs, not children.• Rapid change is unsettling, erodes Rapid change is unsettling, erodes

professionalism.professionalism.

Feedback…

Thank you…

Margaret-Mary Sulentic Dowell Assistant Professor of Reading

EducationDepartment of Educational Theory,

Policy & Practice

College of EducationLouisiana State University

220 Peabody HallBaton Rouge, LA 70803

(office) 225-578-5998(fax) 225-578-9135

[email protected]

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