Date of Degree
2026
Degree Name
Ed.D. (Doctor of Education)
Department
Department of Leadership, Educational Psychology, and Foundations (LEPF)
Director
Summers, Kelly
Committee Members
Paige, David; Gallagher, Morgan
Keywords
structured literacy differentiation teacher perceptions complex change instruction model
Abstract
Low reading proficiency in urban districts highlights an urgent need for effective instructional systems, but research on the "Walk to Learn" (WTL) model remains sparse. This study addresses the knowledge gap regarding how teachers perceive large-scale school-wide shifts to structured literacy using WTL. The study examined teacher perceptions of implementing a differentiated WTL literacy model using the Lippitt-Knoster framework for managing complex change. This qualitative case study involved interviews with 12 certified educators at an urban elementary school. Data was analyzed using thematic coding to align findings with the components of the change management framework. Teachers perceived the implementation as successful because critical elements like vision, training, and resources were established. Participants reported substantial gains in student reading growth, increased pupil motivation, and enhanced professional collaboration among staff. This research suggests that a well-structured change management approach effectively supports transitions to evidence-based literacy instruction in urban settings. It provides school leaders with a practical blueprint for improving student outcomes through systemic instructional differentiation.
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses and dissertations are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors, unless otherwise indicated.
Recommended Citation
Hand, Blake A., "Walk to Learn Structured Literacy Model: Teacher Perceptions Using the Lippitt-Knoster Model for Managing Complex Change" (2026). Dissertations of Practice. 119.
https://huskiecommons.lib.niu.edu/allgraduate-disspractice/119
