This case study examined the integration of discipline specific literacy instruction as part of a comprehensive literacy program at the secondary level. Eight teachers were interviewed and observed to investigate their knowledge of and beliefs about discipline specific literacy
instruction. Two literacy coaches and the schools principal were also interviewed and shadowed to understand how they supported teachers efforts to include disciplinary literacy instruction and how they influenced instructional decision making.
Results from this study indicated that teachers believed they were responsible for
developing students literacy skills in the discipline they taught. Teachers emphasized discipline specific literacy practices and strategies to improve students literacy skills as well as to enhance students content knowledge.
Professional development was a key factor in the continuity and success of teachersliteracy instruction across the disciplines. Through professional development, teachers were
developing a deep understanding of what it means to engage students in discipline specific
literacy practices.
The school principal and instructional coaches played an active role in developing
teachers literacy knowledge and strategy instruction. Their primary role was to support teachersefforts to implement disciplinary literacy instruction through systematic professional development and instructional coaching.
| Identifer | oai:union.ndltd.org:PITT/oai:PITTETD:etd-03152011-130612 |
| Date | 13 May 2011 |
| Creators | Jenkins, Kellee D. |
| Contributors | Dr. Don Bialostosky, Dr. Charlene Trovato, Dr. Karen Wieland, Dr. Rita Bean, Dr. Kimberley Gomez |
| Publisher | University of Pittsburgh |
| Source Sets | University of Pittsburgh |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.pitt.edu/ETD/available/etd-03152011-130612/ |
| Rights | restricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Pittsburgh or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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