Beyond the Literacy Classroom: A Narrative Inquiry into a Middle School Teacher’s Experience with Implementing Literacy Instruction into a Science Classroom

dc.contributor.committeeChairLesley, Mellinee
dc.contributor.committeeMemberJung, Jin K.
dc.contributor.committeeMemberSaldaña, Rene
dc.creatorGonzales, Gracie
dc.date.accessioned2023-11-21T17:05:38Z
dc.date.available2023-11-21T17:05:38Z
dc.date.issued2023-08
dc.description.abstractIn middle school science classrooms across the United States teachers are struggling to implement content area and disciplinary literacies into their lessons. Although several studies have noted limited implementation of content area and disciplinary literacies in classroom instruction and offered reasons for this phenomenon such as lack of teacher knowledge, lack of time, or resistance to teaching literacy, more needs to be known about why this phenomenon persists despite a plethora of theories, research, instructional methods, and educational standards. As such this study aims to address the gap between theory and practice through a narrative inquiry that explores the experience of a middle school science teacher in an effort to tell the teacher’s story of her experiences with implementing content area literacy instruction into her classroom as well as her experiences with professional learning about implementing content area and disciplinary literacies. I derived data for this study from interviews, observations, and documents. I also reflected upon my own experiences within the classroom as a former middle school science teacher. Through inductive coding of data four themes emerged. These themes were (a) the participant’s definition of content area literacy, (b) implementing literacy strategies, (c) content area support and professional development and (d) attitude.
dc.format.mimetypeApplication/pdf
dc.identifier.urihttps://hdl.handle.net/2346/96885
dc.language.isoen
dc.rights.availabilityAccess is not restricted.
dc.subjectcontent area literacy
dc.subjectnarrative inquiry
dc.subjectmiddle school
dc.subjectscience education
dc.titleBeyond the Literacy Classroom: A Narrative Inquiry into a Middle School Teacher’s Experience with Implementing Literacy Instruction into a Science Classroom
dc.typeDissertation
thesis.degree.departmentCurriculum and Instruction
thesis.degree.disciplineLanguage, Diversity, & Literary Studies
thesis.degree.grantorTexas Tech University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

Files

Original bundle

Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
GONZALES-G-DISSERTATION-2023.pdf
Size:
1.53 MB
Format:
Adobe Portable Document Format

License bundle

Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.57 KB
Format:
Item-specific license agreed upon to submission
Description: