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EXAMINING SECONDARY SCHOOL REFORM THROUGH DISCIPLINE SPECIFIC LITERACY INSTRUCTION

Jenkins, Kellee D. (2011) EXAMINING SECONDARY SCHOOL REFORM THROUGH DISCIPLINE SPECIFIC LITERACY INSTRUCTION. Doctoral Dissertation, University of Pittsburgh.

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    Abstract

    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 literacyinstruction. Two literacy coaches and the school's 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 fordeveloping 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 teachers'literacy instruction across the disciplines. Through professional development, teachers weredeveloping a deep understanding of what it means to engage students in discipline specificliteracy practices.The school principal and instructional coaches played an active role in developingteachers' literacy knowledge and strategy instruction. Their primary role was to support teachers'efforts to implement disciplinary literacy instruction through systematic professional development and instructional coaching.


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    Details

    Item Type: University of Pittsburgh ETD
    Creators/Authors:
    CreatorsEmailORCID
    Jenkins, Kellee D.kjfrench7@gmail.com
    ETD Committee:
    ETD Committee TypeCommittee MemberEmailORCID
    Committee CoChairGomez, Kimberley
    Committee CoChairBean, Rita
    Committee MemberTrovato, Charlene
    Committee MemberBialostosky, Don
    Committee MemberWieland, Karen
    Title: EXAMINING SECONDARY SCHOOL REFORM THROUGH DISCIPLINE SPECIFIC LITERACY INSTRUCTION
    Status: Unpublished
    Abstract: 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 literacyinstruction. Two literacy coaches and the school's 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 fordeveloping 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 teachers'literacy instruction across the disciplines. Through professional development, teachers weredeveloping a deep understanding of what it means to engage students in discipline specificliteracy practices.The school principal and instructional coaches played an active role in developingteachers' literacy knowledge and strategy instruction. Their primary role was to support teachers'efforts to implement disciplinary literacy instruction through systematic professional development and instructional coaching.
    Date: 13 May 2011
    Date Type: Completion
    Defense Date: 04 January 2011
    Approval Date: 13 May 2011
    Submission Date: 15 March 2011
    Access Restriction: 5 year -- Restrict access to University of Pittsburgh for a period of 5 years.
    Patent pending: No
    Institution: University of Pittsburgh
    Thesis Type: Doctoral Dissertation
    Refereed: Yes
    Degree: PhD - Doctor of Philosophy
    URN: etd-03152011-130612
    Uncontrolled Keywords: Discipline specific literacy instruction; Professional development; Teacher beliefs; Teacher decision making; School Leadership; Secondary reading programs
    Schools and Programs: School of Education > Instruction and Learning
    Date Deposited: 10 Nov 2011 14:32
    Last Modified: 29 Feb 2012 14:33
    Other ID: http://etd.library.pitt.edu/ETD/available/etd-03152011-130612/, etd-03152011-130612

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