Beyond Selection and Practice: A Phenomenological Inquiry into the Lived Experiences of K-5 Literacy Curriculum Leaders in Long Island, NY

The ongoing cycle of educational reform in America has led policymakers and educational leaders to prioritize test-based results and de-prioritize noncognitive skills, equitable outcomes, and crucial socio-emotional aspects of schooling (Lynch et al., 2009). Despite the equitable goals outlined in previous education policy reforms, intended outcomes have been eclipsed by the toxic policymakers Global Education Reform Movement (GERM), which ultimately influences the curriculum selection and implementation process (Sahlburg, 2012). A literature review uncovers how inequity has been entrenched in the American education system since the 18th century, perpetuating social stratification and hindering efforts for equitable education reform. Drawing from accountability and critical leadership theoretical frameworks, this hermeneutic phenomenological research study focused on the perceptions of seven district-level literacy curriculum leaders from Long Island, NY, related to the influence of educational reform on the selection, implementation, and evaluation of K-5 literacy curriculum. The researcher collected data in four phases: questionnaires, semi-structured interviews, a focus group, and member checks. Using Aguas' (2020) Fusion approach to data analysis facilitated connections between transcendental descriptions and hermeneutic interpretations. A neo-institutional framework was employed in the interpretive data analysis stage to inductively explore curriculum leaders' constraints within the more extensive institutional system. Findings reveal 1) notable disparities in perceptions of roles and duties among curriculum leaders, 2) the complexity of managing political and professional factors, 3) diverse approaches to selecting and evaluating literacy programs, 4) the significant impact of the COVID-19 pandemic on curriculum leaders' ability to balance compliance structures with equity in literacy education, 5) curriculum leaders across Long Island exhibit varied prioritization of federal and state mandates and accountability structures. As the field of education evolves, particularly in the post-pandemic era, it is crucial to dissect these disparities and strive for a more uniform definition of a curriculum leader role. Dismantling barriers to equity will require a recalibration of the curriculum selection, implementation, and evaluation process. The researcher provided limitations and recommendations for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]