Congratulations to Cori Ann Boss Jackson who on Thursday, July 31, 2025, successfully defended her dissertation. The title of Cori’s dissertation is "AN INTERPRETIVE QUALITATIVE STUDY: ROLE OF TEACHER AUTONOMY AND PERCEIVED COMPETENCE IN THE IMPLEMENTATION OF A PREPACKAGED LITERACY CURRICULUM."
Overview of Problem: According to the most recent Nation’s Report Card (n.d.), reading scores for fourth- and eighth-grade students have remained largely unchanged since 1992, highlighting stagnant reading achievement among U.S. students. In response, national and state initiatives have introduced laws and mandates aimed at improving literacy. To comply, schools often adopt prepackaged literacy curricula.
Research Purpose: Guided by Self-Determination Theory, this study examined how teachers in a high-needs school district experienced the implementation of a prepackaged literacy program. It aimed to give voice to teachers who are positioned to explain if and how these programs meet the needs of diverse learners. The study also explored how building and district directives influenced teachers’ sense of autonomy and competence.
Research Design: An interpretive qualitative design was used.
Sample: Fifteen teachers in Grades 1–4 from two elementary schools in a high-needs district in the Hudson Valley Region of New York participated. Each school principal also took part in the study.
Data Collection and Analysis: Data were collected through semi-structured interviews and document analysis. Yin’s (2016) five-step analytic process guided analysis, using both open and a priori coding to identify patterns and themes.
Findings/Results: Three themes and subthemes emerged. The first theme, confusing communication, included subthemes: I don’t know why I’m doing this and fidelity, autonomy or both. The second theme, “everything you need” in one place, addressed the balance between too much, too little, or just enough. The third theme, different avenues to teacher autonomy, included experience and perceived competence, my building leader trusts me, and one size does not fit all.
Conclusions/Implications: This study highlighted the need for clear, consistent messaging aligned across all forms of communication to ensure that teachers understand what is expected of them. When the message is inconsistent, teachers interpret directives in ways that resonate with their beliefs and experiences influencing how they implement the prepackaged curriculum. Recommendations are included for district leaders, building leaders, teachers, and teacher training programs.
DISSERTATION COMMITTEE CHAIR(S):
Dr. Kenneth Mitchell
DISSERTATION COMMITTEE MEMBER(S):
Dr. Joanne Marien
Dr. Adam VanDerStuyf
Take Your Career to the Next Level
Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.
Learn to Inspire Change
The Doctoral Program in Educational Leadership from Manhattanville, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.
