This study addresses the question of whether or not pre-service teachers are ready and prepared to use and teach the highly-specialized language of each discipline. The disciplinary languages present teaching and learning challenges due to their lack of parallels in the daily language (Shanahan & Shanahan, 2008). Additionally, the languages of the disciplines are rarely taught and are commonly acquired through an isolated representation of words without a situated meaning within the theory (Gee, 2002). The knowledge of the particular ways of reading, writing, listening to, and talking in the content areas provides opportunities for students’ apprenticeship within the disciplines required for success in higher education contexts (Dobbs, Ippolito, and Charner, 2017). Moreover, this study addresses the question of how future teachers develop disciplinary knowledge and skills. The purpose of this case study was to investigate how mathematical literacy is shaped and defined by the experiences, language, and disciplinary practices of pre-service teachers and experts in mathematics. This overall aim was unfolded by three guiding research questions: 1) What do the Experiences of Pre-Service Teachers and Experts in Mathematics Reveal about their Understanding of Mathematical Literacy? 2) RQ 2. How do pre-service teachers and experts in mathematics use language when solving mathematical problems? and 3) What literacy practices do pre-service teachers and experts in mathematics utilize when presented with modules that require mathematics problem-solving? To structure the elements of analysis for the participants’ responses, I adopted the theoretical support from the emerging disciplinary literacy framework, the novice-expert paradigm, and the tenets of M. K. Halliday’s functional linguistic theory (i.e., Systemic Functional Linguistics; [SFL]). Four faculty in the Department of Mathematics and four pre-service teachers in the Department of Curriculum and Instruction at a large Midwest university agreed to participate in this case study. For the data collection, I asked the participants to participate in two sessions. In the first sessions, the participants responded to a semi-structured interview. Afterward, in a second session, the participants solved modules of mathematical problems following three protocols: a think-aloud, a silent-solving, and an oral-explanatory. The results of the participants’ responses to the semi-structured interview and the three protocols indicated that their experiences as learners and teachers of mathematics are tied to their definitions of literacy and disciplinary literacy. The SFL analysis showed that for the experts of mathematics, mathematical problem-solving is a more abstract and cognitive practice. The pre-service teachers’ registers indicated that mathematical problem-solving is experienced as more concrete and real practice. The unique literacy practices that these participants displayed showed the strong connection between language, literacy, and mathematical thought.The implications of this study are discussed in terms of the importance of language and disciplinary literacy in preparation for future teachers as they progress in their course of study within their teaching education programs.

This mixed-method study examined the effects of the use of the Vocabulary Think Chart in seventh-grade science students’ understanding of scientific vocabulary. Participants included 89 students who attended the only three regular Earth Science classes in the study site. Participants were assigned to the treatment and comparison group according to the teachers’ wish on how they wanted to participate in the study. The experimental group received one week long preparation on the use of the Vocabulary Think Chart, followed by five weeks of using the strategy independently. Results of the study did not show a significant change on students’ scientific vocabulary understanding and raised questions about vocabulary instruction in science classes. Discussion of the results revolves around the Treatment Teacher’s influence in the study, time of intervention, and number of participants.

This dissertation in practice presents a research-based model for staff development utilizing the elements of a professional learning community. The focus of this problem of practice was determined through an analysis of one high school's reading data indicating that 36% of the student body was reading below grade level according to the state assessment test for reading. Researchers have noted that reading demands for college and careers have increased (Alliance for Excellent Education, 2011; Barton, 2000; Common Core State Standards, 2014). If students do not develop reading proficiency to graduate with a high school diploma, they are at risk of limited career choices without college and possible unemployment. Drawing upon a review of related literature in reading education, adolescent literacy, disciplinary literacy, and staff development, a professional learning community model was proposed to address improvement in teacher capacity by demonstrating the knowledge, dispositions, and skills of pedagogical knowledge of the Common Core State Standards (Florida Department of Education, Language Arts Florida Standards, 2014) and the use of close reading techniques to increase reading comprehension of U.S. History students. This design utilizes the five elements of the DuFour (2010) model of a professional learning community including (a) focus of learning; (b) collaborative culture; (c) collaborative inquiry; (d) commitment to continuous improvement; and (e) results oriented mindset. A logic model further delineates the priorities, program plan, and intended outcomes for the implementation of this model.

This study investigated principal leadership in building a culture of disciplinary literacy. Previous studies investigated and validated the uniqueness of disciplinary literacy (Moje, 2015; Shanahan and Shanahan, 2008; Spires et al., 2018). Case studies on individual schools looked at literacy within the context of a specific school community (Faulkner, 2012; Francois, 2014; Gilrane et al., 2008). These studies, although they touched on teacher and principal leadership, did not focus on leadership at the core of creating a community of literacy. This study focused on the essential actions and dispositions of principals who successfully built and maintained a culture of disciplinary literacy. Eight principals from a large, suburban Northeastern school district were interviewed to ascertain their actions. Open coding with constant comparative analysis yielded common themes, dispositions, and actions of principals. Common leadership themes emerged as principals discussed leading disciplinary literacy: demonstrate why change is needed, recognize that leading literacy requires a plan, link the district priorities to disciplinary literacy, distribute leadership, provide targeted professional development, and utilize established resources. What emerged from this study was that one person alone could not build a culture of literacy within a school. Rather, changing instructional practices to put literacy at the center of learning requires the community to embrace literacy. As school leaders look to improve equitable outcomes for all students, they must look at the variation in instructional practices across the disciplines and ensure that literacy research-based practices are being used across all content areas. Change of this magnitude is a multiyear shift with student learning at the center of all instructional decisions. The complex task of leading instructional change requires a principal to learn about disciplinary literacy. If schools want equitable education for all students, principals must understand and place priority on disciplinary literacy. / 5 / This study investigated principal leadership in building a culture of disciplinary literacy. Disciplinary literacy is the ability to read, write, think, and discuss like an expert in the field. For example, classes with disciplinary literacy at the core would ask students to read like a scientist or write an original score like a musician. Previous studies investigated and validated the uniqueness of disciplinary literacy (Moje, 2015; Shanahan and Shanahan, 2008; Spires et al., 2018). Case studies on individual schools looked at literacy within the context of a specific school community (Faulkner, 2012; Francois, 2014; Gilrane et al., 2008). These studies did not focus on principal leadership at the core of creating culture of disciplinary literacy. This study focused on the essential actions and dispositions of eight principals who built a culture of disciplinary literacy in each of their secondary schools. Common leadership themes emerged as principals discussed leading disciplinary literacy: demonstrate why change is needed, recognize that leading literacy requires a plan, link the district priorities to disciplinary literacy, distribute leadership, provide targeted professional development, and utilize established resources. As school leaders look to improve equitable outcomes for all students, they must look how literacy is taught in the disciplines and ensure that students have an opportunity to learn the real-life practices of professionals in the field. The complex task of leading instructional change requires a principal to learn about disciplinary literacy, so he or she can encourage teacher-experts to explicitly teach authentic disciplinary literacy skills in their classes.

Demands of the workplace and society have made 21st-century knowledge and skills critical elements for success. As a result, the role of teachers in adequately preparing students to meet these demands continues to grow. National and state standards also call for increased attention to multimodal reading and writing. Today’s teachers must have the skills to effectively integrate technology into teaching and learning, supporting student development of digital reading and writing skills. Unfortunately, many teachers do not feel adequately prepared to do this (Hutchison & Reinking, 2011). Teacher education preparation programs must intentionally design programs to prepare teacher candidates for this challenging task (Starkey & Yates, 2020). The purpose of this study was to determine teacher candidates’ perceptions of technology integration and to understand their preparedness to integrate technology into a disciplinary literacy lesson. The conceptual framework for this study consisted of 4 interwoven theoretical perspectives. Social Cognitive Theory (Bandura, 1986) was used as the overarching foundational framework, with the New Literacy Perspective (Leu et al., 2004), the SAMR Model (Puentedura, 2006), and the Technological Pedagogical and Content Knowledge (TPACK) framework (Mishra & Koehler, 2006) as additional lenses for interpretation of the findings. This qualitative case study examined 11 Elementary Education teacher candidates as they planned for and created a disciplinary literacy lesson plan. A variety of data sources were collected, including pre- and post-technology surveys, documents, verbal protocols, and semi-structured interviews. First and second-cycle coding was applied to the data to determine themes. The data revealed that participants’ technology integration was generally inconsistent across the SAMR levels. Often, participants’ thinking processes revealed a deeper level of technology integration than their actual integration in lesson plans did. Additionally, 4 participant profiles emerged as a result of the levels of technology integration in participants’ disciplinary literacy lesson plans: (a) Minimal Integrators, (b) Inconsistent Integrators, (c) Consistent Integrators, and (d) Insightful Integrators.

The overall aim of this thesis is to deepen the understanding of mathematical subject language regarding three semiotic resources, written language, images and mathematical symbols. The theses also investigates high- and low-performingstudents encounter with mathematical subject language. Based on previous research on language and from a theoretical foundation based on systemic functional linguistics (SFL) and social semiotics, four meaning dimensions – packing, precision, personification and presentation – were identified as central in academic language in general and in mathematical subject language. A didactically based reception theoretical perspective has been used for an analysis of high and low achieving students' encounter with the mathematical subject language. The thesis comprises three studies each examining the mathematical subject language in TIMSS 2011 from various angles. The analyzes were conducted on four content areas algebra, statistics, geometry and arithmetic in the Swedish version of the international study Trends in International Mathematics and Science Study 2011 (TIMSS). In a summary, the results showed that the mathematical subject language was used in different ways in the four content areas in TIMSS where colloquial and subject-specific forms of languages had different roles and were expressed in varying degrees by the written language, images and mathematical symbols. Thus each content area was expressed by its own register which means that is not sufficient to talk about mathematical subject language as one single language. The result shows that two forms of language, subject specific and everyday language were used parallel in the TIMSS material. The subject specific forms were most salient in algebra and geometry and the more everyday forms of language were more common in statistics and arithmetic. The results from the correlation analyses indicated that fewer students managed the encounter with tasks in algebra and geometry when they were expressed by subject specific language. In contrast, the results indicated that students were able handle the encounter with the more colloquial expressions of the content areas statistics and arithmetic.

Thesis advisor: Marilyn Cochran-Smith / Prior to the widespread adoption of the Common Core State Standards (CCSS) in 2009, writing was largely neglected in the education policy realm. However, the CCSS called for major shifts in the teaching of writing reinforced by the requirements of rigorous new standardized writing assessments. While the high stakes attached to these new assessments place all teachers under increased pressure to improve students’ writing, little is known about how teachers perceive the standards and assessments or how these are influencing classroom instruction. To address this need, this case study explored how English teachers at one urban high school made sense of their school’s new writing initiative, which incorporated use of CCSS-aligned, standardized writing assessments to improve students’ writing. In this longitudinal study, I drew from multiple, nested data sources, including interviews with teachers and school leaders, observations of department meetings, and teacher “think alouds” about students’ writing. Relying on the theoretical lenses of sense-making (Spillane et al., 2002) and communities of practice (Wenger, 1998), I argue that teachers’ sense-making of the writing initiative was individualized and heavily mediated by the standardized assessments they used. This study has three major findings. First, at the school level, there was a “coherence gap” between how the multiple, conflicting purposes of the initiative were represented to teachers and lack of organizational structures to support streamlined implementation. Second, at the department level, the discourse about writing was constrained by the decontextualized nature of the CCSS and the standardized writing assessments, which oversimplified teachers’ understandings of writing as a social process. Third, at the classroom level, teachers relied on two particularized dimensions of their professional knowledge – their “reform knowledge” and their “relational knowledge” – to exercise agency in implementation. Overall, teachers made meaning of the writing initiative in localized ways consistent with their established writing instruction and their perceptions of students’ needs. This study underscores the central importance of particularized teacher knowledge in translating reform meaningfully to the classroom. Until school leaders and policymakers recognize teachers’ knowledge as valuable and create opportunities for teachers to share this knowledge with others, reforms are unlikely to be successful. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

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.

In this inquiry, I investigated three Advanced Placement United State History teachers' beliefs, knowledge, and implementation of disciplinary literacy pedagogy in their Advanced Placement United States History (APUSH) classrooms. My interest in disciplinary literacy evolved from my own experiences as a high school social studies teacher and middle school intensive reading teacher. With the implementation of the Common Core State Standards, whose emphasis is, in part, on discipline-specific literacy, across the United States in 2014-2015, I recognize the need for research relevant to discipline-specific practices in the classroom. I want to contribute further to the understandings of disciplinary literacy pedagogy. According to the extant literature, teaching discipline-specific literacy practices is one way in which teachers approach social studies classes. However, it is not the most common model teachers' use. Moreover, the majority of the literature on disciplinary literacy pedagogy focuses on reading practices as opposed to reading and writing. Insufficient information exists in the disciplinary literacy literature base on discipline-specific reading and writing pedagogical practices in the secondary classroom. In this research, I utilized a qualitative design, specifically a descriptive case study to gain an understanding of three teachers beliefs, knowledge, and implementation of disciplinary literacy pedagogy. Data were two interviews with each participant, my observation notes, concept maps of a historical literacy teacher, classroom artifacts/documents, and a researcher reflexive journal. I chose descriptive coding for my within-case analysis and pattern coding for my cross-case analysis. After multiple readings of the data, I analyzed the interview transcripts, the concept maps devised by each of three historical literacy teachers, my observation notes, and classroom artifacts/documents using descriptive coding and pattern coding and categorizing themes. The following themes emerged from the coding process: Shay 1) implemented historical thinking skills and strategies specifically, he identified the importance of historical people, places, and events, encouraged the use of primary sources as evidence, and contextualized historical documents in class instruction; he 2) acquired disciplinary literacy beliefs and knowledge during his college preparation; and he 3) utilized collaborative groups in his classroom instruction. Michelle 1) acquired disciplinary literacy knowledge and beliefs in graduate school; 2) developed disciplinary knowledge as an Advance Placement grader; 3) prioritized questioning and manipulation of evidence in classroom instruction; and 4) varied instruction in her class according to the levels of her students. George 1) implemented intermediate literacy strategies in his classroom instruction; 2) acquired knowledge and beliefs about disciplinary literacy in graduate school; and 3) believed relevance of the content was crucial in meeting the needs of his students. Through cross-case analysis, I discovered seven common themes and two differences. All three teachers 1) believed in student-centered classrooms was the best pedagogical choice for classroom instruction; 2) utilized document analysis in the history classroom; 3) established communities of learning in the classroom; 4) believed civic efficacy was the purpose of social studies learning; 5) utilized close reading and text-dependent questions in the classroom; 6) apprenticed their students in the argumentative genre; and 7) varied their instruction to meet the needs of their students. Two differences emerged, which also adds to the production of new knowledge involving the study participants. All three teachers1) exhibited varied levels of understanding of text, literacy, intermediate literacy, and disciplinary literacy, which influenced their pedagogical choices in the classroom and 2) demonstrated varied understandings of what constitutes a writing strategy. Within my recommendations for teacher education, I address disciplinary literacy pedagogy and content-area literacy courses. Recommendations for future research include research on comprehensive literacy, disciplinary literacy pedagogy, and collaboration among teacher educators and discipline-specific professors. It is especially important that discipline-specific teacher incorporate the disciplinary literacy pedagogy in the classroom because of the Common Core State Standards. The Common Core State Standards recommend students to not only utilize discipline-specific literacy skills in the classroom but also to be able to transfer knowledge from one discipline to another. Thus, research on comprehensive literacy--a combination of discipline-specific literacy practices and curriculum-wide literacy practices and disciplinary literacy is warranted in the literacy community.

Despite firm knowledge of the instructional actions taken by skillful teachers, the evidence of persistently low levels of literacy achievement among urban secondary students underscores the complexity of achieving meaningful change in routine teaching practices. This study was motivated by the need to improve teaching practices and improve literacy achievement among Black and Latino youth. In this mixed-methods study, I researched the extent to which the understandings about effective instruction guided the instruction of two highly-regarded secondary English language arts classroom teachers. The data for this study included initial teacher interviews, videos of classroom observations, teacher and researcher reflections of practice, and teacher retrospective interviews. The analyses included identifying, analyzing, and classifying: (1) the occurrence of explicit instruction of reading strategies, development of requisite background knowledge, culturally responsive pedagogy, and disciplinary literacy in English language arts secondary classrooms, (2) the types of decisions teachers make related to these factors when enacting a standards-based curriculum, and (3) how these decisions affect student achievement. The analyses led to two major findings: (1) both teachers modified the new standards-based language arts curriculum, but in varied ways and for substantially different reasons; and (2) the students whose instruction included the use of research-based strategies to access and build requisite background knowledge along with disciplinary literacy strategies made significant gains in reading achievement. The overall results of this study confirm and expand the existing literature in several ways: (1) by calling attention to how curricular modifications related to the development of requisite background knowledge and instruction in disciplinary literacy strategies serve to facilitate students’ access to complex texts; (2) by identifying some of the reasons for and obstacles to curricular modification for particular teachers in particular contexts; and (3) by providing preliminary evidence of positive reading outcomes for Black and Latino students who read complex texts in classrooms in which teachers emphasize disciplinary literacy practices, development of requisite background knowledge, and explicit instruction in comprehension strategies.