A Multiple Case Study of Authentic Literacy Practices in Middle Level English and Reading Classrooms

Autor/in	Lanning, Casey Shane
Titel	A Multiple Case Study of Authentic Literacy Practices in Middle Level English and Reading Classrooms
Quelle	(2023), (307 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-9452-0
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Teaching Methods; Academic Language; Literacy Education; Videoconferencing; English Instruction; Authentic Learning; Middle School Students; Teacher Role; Administrator Role; Coaching (Performance); Educational Improvement; Learner Engagement; Washington + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; English langauage lessons; Englischunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lehrerrolle; Teaching improvement; Unterrichtsentwicklung
Abstract	The problem addressed by this study was that educators struggle with knowing which authentic literacy instructional practices and strategies were effective for improving student engagement and achievement levels in the middle grades. The purpose of this qualitative exploratory multiple case study was to examine the instructional strategies related to authentic literacy that educators believed to be effective in high-performing, high-growth public middle schools in Washington state. This study was approached from the conceptual and theoretical lens of sociocultural theory. The participant sample (n=9) was comprised of three different role groups: teachers, instructional coaches, and administrators. These groups served as the different cases for analysis in the multiple case study. Three research questions guided the study. Zoom video-recorded interviews and their transcriptions served as the main source for data collection and analysis. Using NVivo qualitative software, a cross-case analysis and synthesis method for multiple case study research was employed, and three different phases of coding were conducted. The findings of this study provided a better understanding of how experienced educators have incorporated authentic literacy strategies in classrooms to improve academic and engagement outcomes. Six themes and various subthemes were explored in the findings: Recommendations for practice were organized across three themes: literacy instruction and activities, professional learning and training, and curriculum and instructional planning. A logical next step for future research is that researchers should employ other qualitative approaches, such as phenomenology, to examine the lived experiences of teachers and students in classrooms where authentic literacy strategies are being used. This study moves the research forward by examining what experienced literacy educators believe to be best practices and strategies to improve academic outcomes for student in the middle grades. [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