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Public education is a continually evolving field, with new research, policies, and practices explored by professionals who are driven to provide America’s youth with high-quality education. Research literature since 2000 has highlighted the importance of disciplinary literacy and its unfortunate neglect in a majority of secondary classrooms (Shanahan & Shanahan, 2008). Students who are literate in a particular discipline, such as math, view themselves as fluent in the language of mathematics, comfortable with reading, discussing, and practicing complex mathematical concepts while using appropriate vocabulary (Buehl, 2017). As seasoned professionals and novice educators consider the role of disciplinary literacy in their own classrooms, it is necessary to ponder the practices that are implemented within classrooms. Do they align with current research on the matter? What role do motivation and culture play in the process of becoming mathematically literate? How do these ideas influence classroom literacy practices? These are the central questions that have guided the construction of this research study, which will seek to examine the phenomena that occur within a classroom as teachers implement practices which promote and teach mathematical literacy. The exploratory nature of this study dictates that no judgement on the effectiveness of observed and discussed instructional strategies is considered, rather, a comparison of the latter with those strategies recommended by current educational researchers and literature. Interviews and classroom observations will work in tandem with a review of the current publications that address the areas of motivation, mathematical literacy, and culture.

Proficiency in literacy is paramount during a child's education. Lacking proficiency can have lasting effects. At both the state and local level, continuing gaps in student achievement in literacy have been documented. The purpose of this qualitative case study was to focus on kindergarten teachers and administrators' early literacy strategies, specifically current practices in early literacy skills and possible resources needed in early literacy to lessen the gap between White students and ethnic minority and students who qualify for free/reduced meals. The constructivist framework was the platform used to investigate teacher and administrator understanding of the 6 early literacy skills, their understanding of current literacy building instructional practices/strategies related to those skills, and possible needs for resources related to the six early literacy skills. The guiding question for this study was: Despite targeted instruction, dedicated time for daily literacy instruction, and tiered interventions, why does the literacy gap exist in kindergarten? A qualitative case study design was used for this project study with a convenience sample of five participants. Semistructured interviews were conducted and transcribed. Open coding was used to identify themes. Major themes emerged including instructional support, use of multimodal curriculums, strong teacher/student relationships, and consideration of issues outside the instruction and curriculum such as mental health of students. Recommendations were made in the form of a position paper to identify possible changes, modifications, and items to keep. A major implication when considering positive social change is the collaborative work from all stakeholders. With this position paper, the district can migrate from reactive strategies in third grade to proactive strategies in kindergarten to lessen the literacy gap between student subgroups.

This dissertation study focused on complications and opportunities that surface for classroom learning in the intersections of a teacher’s methods, students’ literacies, and digital space. Though researchers have discussed adolescents’ literacies and participation in out-of-school digital spaces, there persists a need to explore and document the ways educators and students use classroom digital spaces. This study examined the teaching and learning experiences of one teacher and eight students as they collaborate, compose, and produce a literature-based digital role-play. Research questions focused on how the activity of a classroom digital role-play might connect with current literacy reforms, in what ways the teacher’s incorporation of the digital space might shape her classroom identity and pedagogy, and in what ways students’ digital participation might reflect, extend, and negotiate their school-ascribed identities as non-proficient learners. To address these questions, I collected data between March and June 2014 in a 10th grade English language arts classroom of a rural, Midwest public high school. This particular course was designed as an academic literacy support for students labeled as non-proficient school readers. I amassed my data collection from multiple interviews with teacher and student participants, series of classroom observations, student writings, surveys, classroom documents, teaching journals, classroom audio-recordings, and field notes. I analyzed these data using a combination of qualitative methods: ethnographic approaches, narrative inquiry, discourse analysis, and virtual methods. I first created a narrative portrait and analysis of the teacher and students to illuminate participants’ multiple social identities. I next used methods of discourse analysis to examine the teacher and students’ language use in the classroom and digital spaces, to extend my understanding of the way their speech and writing helps them to construct social identities. My findings complicate the way teachers might approach the use of digital spaces. Data reveal ways that the digital role-play space presents disruptions to the teacher’s ways of thinking about her classroom identity and practices. My findings also suggest that the use of a classroom digital space affords opportunities for students to explore their classroom social identities; the digital space flattens traditional school hierarchies in which the teacher leads and students learn. My study is potentially significant in that I explore the way the teacher and students experience and make meaning from the blend of their classroom interactions and digital literacy practices. Further, I argue that folding a digital space into daily classroom life reveals significant possibilities for classroom collaboration, distributed knowledge, and shared learning among students and teacher.

<p>The research employed a qualitative research paradigm. The ethnographic approach was used to conduct the research. Data collection was done though various ethnographic techniques, classroom observation, in-depth interviews and document analysis. The population was 85 women who participated in a Adult Basic Education and Training programme in Eersterivier in the Cape Peninsula area a questionnaire was used to collect demographic information of the participants Data was analysed by thematic analysis and coded, categorised and discussed according to the aim and objectives of the study in relation to previous studies The main findings were why exploring the existing literacy practice women were depended on others for literacy assistance, which made them avoid literacy events and become vulnerable in this process to cope with the everyday life.</p>

Following a growing concern among education stakeholders about the lack of a reading culture and low literacy levels among Rwandans in general and university students in particular, the aim of this thesis is to increase the awareness of Rwandans about the development of a reading culture and early literacy. To achieve this aim, four studies with participants representing different experiences related to reading culture were performed. These qualitative studies draw on different perspectives on the development of a reading culture and emergent literacy by using open-ended questionnaires and interviews. The thesis takes sociocultural and emergent literacy theories as points of departure. The first study investigates students’ reflections on their previous reading experiences, and discuss ways to develop literacy and a reading culture in Rwanda. The next one sheds light on parents’ involvement in literacy practices at home and the third study concerns what literacy knowledge teachers expect from their pupils when they start nursery and lower primary school. An example of a literacy event (storytelling) is given in the fourth study where children’s narratives of fairy tales are followed by their discussions on gender issues, which in turn can develop the children’s interest in reading. This can also help them relate texts to their life and teach them to think critically. In sum, the studies show that there is a limited reading culture in Rwanda. That is attributed to the colonial and post-colonial education system, reliance on verbal communication, limited access to reading materials, and ultimately the low status of the mother tongue Kinyarwanda within the sociolinguistic configuration of Rwanda. Also, the participating students and teachers point out the necessity of involving parents more in the creation of an environment that nurtures children’s emergent literacy development so that it becomes a shared responsibility translated into a teacherparent partnership for children’s success at school. Hence, the findings inform the use of this thesis which is to promote literacy and a reading culture in Rwanda by engaging the whole nation in a national effort to build a sustainable culture of reading. To paraphrase the old African saying ‘it takes a village to raise a child’, I want to conclude by saying that it takes a nation to develop a culture of reading.

The focus of this study was to describe childrens literacy learning in multicultural home and school contexts and identify and explore the intersection between the home and school literacy learning environments. Participant families and their teachers described various aspects of home and school literacy learning. Through interviews, photography, and journals, participants answered the following research questions: How do school institutions understand and encourage literacy practices outside the school and how are these practices used to support diverse literacy learners? How do learning experiences within the home and community differ from learning experiences within the school?<p> Data were collected via semi-structured interviews and researcher observations within the home and school contexts. Additionally, parent participants were asked to capture literacy and learning events through the use of cameras and daily journaling. The qualitative nature of the study allowed the researcher to record participants literacy experiences and understandings in the authentic environments of the home and school.<p> This research study reflects the theory of literacy as a socio-cultural phenomenon. This theory recognizes that literacy learning in any environment cannot be separated from its context and recognizes that literacy is more than individual skills, but rather a community resource that is developed through interaction with others. Although all families possess useful knowledge and understandings that allow them to arbitrate their daily lives, unfortunately, as this study demonstrates, literacies are often ranked as more or less legitimate by school institutions. Literacy practices which are in close alignment with the schools are more widely accepted, and those outside the realm of the school may be undervalued or ignored.<p> Based on this qualitative study, numerous characteristics of home and school literacy were illuminated. School based literacy was more formal and based on measurable goals for each grade, defined by the school, division, and curriculum. Literacy of the school was viewed in a more traditional sense, as a set of skills which could be measured and recorded. Home literacy, in contrast, was more informal and spontaneous and based on the needs and interests of the learner. Learners within the home were apprenticed by their parents in learning practical, hands-on skills which were used to help mediate their daily activities. Additionally, the study highlights the literacy understandings of both the parents and the teachers of the immigrant learners. Both parent and teacher views of literacy and learning were influenced by their prior knowledge and learning experiences. The learning experiences of the parent and teacher participants were in sharp juxtaposition. Parent participants recalled larger social issues in literacy and learning such as poverty, self-sacrifice, and education as a social mobility agent. Teacher participants recalled early learning experiences based on traditional Euro-centric understanding of literacy which emphasized the importance of early skills such as phonics, word recognition, and storybook reading. The teachers did not include larger social issues which affect learning.<p> The research found that students authentic home literacy experiences were used in the home and community to aid children to problem solve and mediate every day activities. The literacy activities were purpose driven and had practical applications. In the school context, home literacy experiences were incorporated into oral literacy learning activities and narrative and creative writing assignments such as journal and story writing. Despite the incorporation of home experiences in student assignments, these experiences were not used to inform teaching and learning in the classroom. Teaching methods and evaluation techniques were not regularly adapted to meet the needs of the English as Additional Language (EAL) learners. Students who struggled to meet the demands of the curriculum were often removed from the classroom setting to work on specific skills or referred to the resource room with learning challenged students. The teachers revealed reasons which they felt impeded them from delivering more culturally responsive programs and teaching methods including time restraints, large class sizes, and inadequate resources.<p> This study identified several broad issues in literacy practices and understandings. There is an evident disconnect between home and school literacy and their uses. This is partially due to the varied experiences and understanding of parents and teachers. Closing this gap means incorporating educational reform on many levels. Teachers must be aware of student and family backgrounds, experiences, and understandings in order to create a truly inclusive learning program for diverse learners. Culturally responsive teaching means using the wide knowledge bases of all families to inform instruction and evaluation.<p> Teachers need to be provided with adequate education in preparing them for the realities of todays classroom. Culturally and linguistically diverse modern classroom have challenges which many teachers do not feel prepared. Providing adequate pre-service education on EAL learning and student diversity seeks to prepare teachers. Additionally, in-service education experiences on literacy practices for teaching in the culturally diverse classroom are essential in providing teachers with current information and resources. Furthermore, in examining existing parental engagement strategies, teachers can learn to create engaging opportunities for families to participate in their childrens learning.The broadest issue within the study is the multicultural reality for the immigrant and EAL student. The education system needs to move away from multiculturalism as a Canadian catch phrase involving foods and celebrations toward culturally responsive teaching which uses students linguistic and cultural knowledge to inform learning.

Abstract This research investigated the influence of the childhood literacy learning experiences of 6 beginning elementary teachers on their literacy teaching practice. This qualitative case study employed 5 interviews and classroom observations of each participant over the first 3 years of his or her teaching. Three main findings emerged from the research. First, participants’ early literacy experiences shaped their identity as students. The participants’ images of themselves as students, in turn, influenced their images of themselves as teachers. Second, the participants’ early literacy learning experiences influenced the types of literacy environments and literacy activities that they provided for their students. Participants employed teaching approaches that had worked for them, or that they believed would have worked for them as students. Third, participants’ early literacy experiences influenced how they understood their students’ learning. The participants who had struggled as students were more focused on detecting and addressing the needs of their students who struggled. Implications for school literacy teaching include understanding and valuing the literacy knowledge and skills that young children bring to school and systematically addressing the needs of students who struggle with school literacy. Implications for preservice teacher education in literacy include an increased focus on supporting student teachers to reflect on how their early literacy learning affects their attitudes and assumptions about learning and teaching, more instruction on how to address the needs of struggling literacy learners, and the provision of a coherent teacher education program that combines theory and practice more effectively. Implications for in-service teacher education in literacy include providing induction programs that are tailored to meet the needs of individual beginning teachers, an expanded range of professional development options, and ongoing opportunities to engage in effective reflective practice. Implications for further research include investigations of the influence of early literacy learning on student achievement and on literacy teacher educators’ practice.

Abstract This research investigated the influence of the childhood literacy learning experiences of 6 beginning elementary teachers on their literacy teaching practice. This qualitative case study employed 5 interviews and classroom observations of each participant over the first 3 years of his or her teaching. Three main findings emerged from the research. First, participants’ early literacy experiences shaped their identity as students. The participants’ images of themselves as students, in turn, influenced their images of themselves as teachers. Second, the participants’ early literacy learning experiences influenced the types of literacy environments and literacy activities that they provided for their students. Participants employed teaching approaches that had worked for them, or that they believed would have worked for them as students. Third, participants’ early literacy experiences influenced how they understood their students’ learning. The participants who had struggled as students were more focused on detecting and addressing the needs of their students who struggled. Implications for school literacy teaching include understanding and valuing the literacy knowledge and skills that young children bring to school and systematically addressing the needs of students who struggle with school literacy. Implications for preservice teacher education in literacy include an increased focus on supporting student teachers to reflect on how their early literacy learning affects their attitudes and assumptions about learning and teaching, more instruction on how to address the needs of struggling literacy learners, and the provision of a coherent teacher education program that combines theory and practice more effectively. Implications for in-service teacher education in literacy include providing induction programs that are tailored to meet the needs of individual beginning teachers, an expanded range of professional development options, and ongoing opportunities to engage in effective reflective practice. Implications for further research include investigations of the influence of early literacy learning on student achievement and on literacy teacher educators’ practice.

An alarming trend of student non-compliance with reading assignments in secondary and post-secondary environments is causing concern in many areas, including college readiness. Public school teachers and university faculty alike are responsible for the literacy levels of graduating students; however, many educators are not implementing the adequate literacy supports within their content area courses. This project used current research on best practice in literacy instruction, as well as the Characteristics of Highly Effective Teaching and Learning to create the Readers Matter™ evaluative process in which faculty members self-select to be assessed regarding the current levels of student literacy support. After scoring the assessment, evaluators are then able to provide individualized professional development targeting areas of weakness made evident by the Readers Matter™ rubric. The current study evaluated five university instructors at a midsized university in the south-central United States. The results of this preliminary development research identified the data collection procedures that were beneficial and ultimately informative in the evaluation process and enabled developers to make informed decisions regarding individualized professional development.