A Cross-Curricular Collaboration Embedding Technical Literacy into Secondary ELA Curriculum

Autor/in	Payne, Kathryn F.
Titel	A Cross-Curricular Collaboration Embedding Technical Literacy into Secondary ELA Curriculum
Quelle	(2023), (156 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wilmington University (Delaware)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-4315-3
Schlagwörter	Hochschulschrift; Dissertation; Technological Literacy; Secondary School Curriculum; Language Arts; Grade 11; Curriculum Development; Public School Teachers; Secondary School Teachers; Communities of Practice; 21st Century Skills; Faculty Development; Teacher Attitudes; Vocational Education; Interdisciplinary Approach + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Technisches Wissen; Sprachkultur; School year 11; 11. Schuljahr; Schuljahr 11; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Community; Lehrerverhalten; Ausbildung; Berufsbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	Technical literacy instruction and authentic learning opportunities need to be implemented through cross-curricular collaboration into secondary ELA curriculums to bridge the disconnect between K-12 education and the demands of the 21st-century workforce. The Common Core State Standards as well as newly adopted legislation in Maryland, Blueprint for Maryland's Future, call for secondary schools to prepare all students to be able to succeed in college and/or careers. This research sets out to capitalize on current Career and Technical Education (CTE) texts and authentic literacy tasks to enhance the 11th grade ELA curriculum in Cecil County Public Schools to address the demands of new legislation and align literacy tasks and instruction to the 21st-century workforce. Cecil County Public Schools CTE and secondary ELA teachers were brought together and formed a Professional Learning Community (PLC) focused on developing and implementing a pilot technical literacy unit into the 11th grade ELA curriculum and classrooms. Through this PLC, teachers received professional development, time to discuss common challenges in literacy instruction, and provide input into the development of a technical literacy unit. Growing CTE and ELA teacher capacity was key to the development and implementation of the technical literacy unit which included texts and authentic reading, vocabulary, writing, speaking, and listening tasks from authentic CTE content. The outcome of this action research was evaluated through teacher surveys reflecting a growth in teacher capacity to plan and teach technical literacy. The CCPS ELA curriculum was also evaluated using the EQuIP Rubric. The success of this research suggests that secondary schools would benefit from including opportunities for cross-curricular collaboration of staff to better infuse authentic, 21st-century skills into core curriculums. [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	2024/1/01