A Multiple Case Study: Disciplinary Literacy Instruction in Middle Level Science Classrooms

Autor/in	Nagle, Corey Edward
Titel	A Multiple Case Study: Disciplinary Literacy Instruction in Middle Level Science Classrooms
Quelle	(2018), (346 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of West Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-9658-4
Schlagwörter	Hochschulschrift; Dissertation; Secondary School Science; Middle School Teachers; Science Teachers; Science Instruction; Teaching Methods; Urban Schools; Content Area Reading; Reading Instruction; Pedagogical Content Knowledge; Decision Making; Faculty Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sinnerfassendes Lesen; Leseunterricht; Pädagogische Kompetenz; Decision-making; Entscheidungsfindung
Abstract	The National Center for Education Statistics (NCES, 2017) reported that literacy scores have not significantly improved in over 20 years. These scores have prompted investigations of instruction for improving literacy instruction, such as disciplinary literacy (DL), but research supporting DL implementation is limited (Fisher & Ivey, 2005; Moje, 2008, 2015; Shanahan & Shanahan, 2008, 2015). The purpose of this qualitative case study was to explore the DL instruction implemented in middle level science classrooms in an urban middle school in the United States. The qualitative research paradigm was selected to explore science teacher implementation of DL. Drawing from Shulman's (1986, 1987) theory of pedagogical content knowledge (PCK), educator practices were investigated using multiple qualitative case study methodology. Shulman's (1986, 1987) theoretical constructs of content knowledge, pedagogical knowledge, and PCK developed to explain teacher decision-making and instruction were used in this study to explore educator understanding and actions related to DL. Three participants, two veteran teachers and one novice teacher, represented three cases inclusive of science instruction in Grades 6-8. Major findings include participants' expanded definitions of text for literacy, impacts of professional development on DL PCK, the use of both content area and DL, integration of DL with science practices, and the simultaneous development of science and DL PCK. Implications of this study include the need for policies for developing PCK of DL and transfer of learning into teacher practice to improve science and literacy instruction. Further research is necessary to understand the impacts of DL instruction on student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01