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Literacy instructor: an unexpected journey of change for many secondary teachers
Dissertation   Open access

Literacy instructor: an unexpected journey of change for many secondary teachers

James Huber
Doctor of Education (Ed.D.), Drexel University
Jun 2015
DOI:
https://doi.org/10.17918/etd-6628
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Abstract

Educational change Educational leadership Education Literacy
Secondary literacy has been an area of focus for many educators, parents, employers, and policy makers for several decades. Despite this focus, and a growing body of research that espouses the importance of developing literacy skills at the secondary level, low literacy ability remain a serious problem for many schools and districts throughout the United States. The purpose of this interpretive phenomenological research was to explore the lived experiences and perceptions of secondary teachers who are translating literacy professional development into their professional practice. This phenomenological study was guided by the following research questions: "How do secondary instructors who have had literacy training describe the nexus between the training and their day-to-day classroom instructional practice?" "How do secondary instructors describe the impact, if any, literacy professional development had on their beliefs and/or views of secondary literacy instruction?" "How do secondary instructors describe the intersections between literacy training and what they believe to be an effective instructor at the secondary level?" The goal of this research was to explore the experiences, reflections, and observations of the participating teachers to better understand how to effectively deliver literacy professional development to secondary educators.

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