| The purpose of this qualitative study was to develop a grounded theory of literacy learning based on the systems thinking work and the seven archetypes developed by Senge (1990; Senge, Ross, Smith, Roberts, & Kleiner, 1994) and Kira, Goodman, Roberts, Kemeny, and Kleiner (1994). The presence of state standards and tests makes this goal a high stakes goal for administrators and educators alike. In spite of the push to increase achievement in the area of reading, there still remains concerns about student progress as it relates to ability to read and comprehend with success.; In semistructured interviews with 5 principals and 16 fourth grade teachers who work in a large suburban district, it was found that specific patterns or archetypes often interfered with the literacy success rates of their students. Seven archetypes were utilized: (a) Fixes that Backfire; (b) Shifting the Burden; (c) Drifting Goals: The Boiled Frog Syndrome; (d) Escalation; (e) Growth and Underinvestment; (f) Organizational Additions; and (g) Accidental Adversaries. These patterns produced the unintended consequences of lack of achievement and success of their students. It was the perceptions of these educators that systems frameworks influenced the literacy learning of their students.; The use of systems frameworks and archetypes allowed the participants and this researcher to explain why literacy learning was not successful, that is, a grounded theory was developed. This new understanding brings a new perspective to the issue of unintended consequences that result in low student achievement. The use of organizational archetypes can allow literacy leaders to identify the leverage points in the patterns of achievement so that principals and teachers can increase capacity for achievement, thus turning the vicious cycle of low achievement into a virtuous cycle of success in reading and achievement for students. |
