An Ethnographic Study of a Literacy Program in a High-Poverty, Ethnically Diverse Elementary School within the Context of No Child Left Behind

• Main Author: Howard-Anzalone, Barbara L.
• Other Authors: Teaching and Learning
• Format: Others
• Language: en_US
• Published: Virginia Tech 2017
• Subjects: literacy; staff development; No Child Left Behind (NCLB); achievement gap; ethnography
• Online Access: http://hdl.handle.net/10919/77198; http://scholar.lib.vt.edu/theses/available/etd-09112011-190309/

This is an ethnographic case study of a high poverty, ethnically diverse elementary school and the transformation that occurred there. The research describes what happened at the school within the context of No Child Left Behind (NCLB) during a nine-year period. The researcher documents the challenges faced, practices employed, and resources used at the school which has demographic and socioeconomic characteristics that are highly correlated with failing schools as defined by NCLB. The study used a qualitative research design in order to investigate the complexities and processes within a specific context and setting from multiple participants' frames of reference and from the researcher's perspective as a participant observer. The researcher analyzed the data, identified patterns, and categorized them into a set of assertions about this school. The discussion of the assertions and implications for future research is organized around the three research questions: 1) What were the challenges faced on the path to improved student academic achievement? 2) What practices were implemented during the process of improving student academic achievement? and 3) What resources were used during the process? === Ed. D.