Event Title

Instructional Design: How Secondary Teachers Promote Student Comprehension of Informational Text

Streaming Media

Document Type

Event

Description

The purpose of this research is to examine successful instructional design strategies used by secondary teachers to increase student comprehension of informational text. This study is investigating the experiences of teachers in four content areas - English, Science, Vocational, and Social Studies - to learn about their practices as facilitators of both content and literacy knowledge. The teachers in the study are identifying and implementing the Common Core State Standards for informational text. A phenomenological methodology is being used in this study since these teachers represent the common experience of incorporating literacy skills into content-based work. Delving into the teachers' actions and thinking will provide other educators with insight about instructional actions that support both literacy skills and instructional content. Data collection procedures for each participant include an initial interview, an activity log of tasks related to literacy skill development, two classroom observations, and a concluding interview. The research is looking for themes related to instructional design that emerge in the experiences of these four different content-area teachers.

Keywords

literacy, teacher education, Common Core State Standards

Degree

Doctor of Education (EdD)

Department

Educational Leadership

College

Education

First Faculty Advisor's Name

Julie Carlson

First Faculty Advisor's Department

Educational Leadership

First Faculty Advisor's College

Education

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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Apr 17th, 12:00 AM Apr 17th, 12:00 AM

Instructional Design: How Secondary Teachers Promote Student Comprehension of Informational Text

The purpose of this research is to examine successful instructional design strategies used by secondary teachers to increase student comprehension of informational text. This study is investigating the experiences of teachers in four content areas - English, Science, Vocational, and Social Studies - to learn about their practices as facilitators of both content and literacy knowledge. The teachers in the study are identifying and implementing the Common Core State Standards for informational text. A phenomenological methodology is being used in this study since these teachers represent the common experience of incorporating literacy skills into content-based work. Delving into the teachers' actions and thinking will provide other educators with insight about instructional actions that support both literacy skills and instructional content. Data collection procedures for each participant include an initial interview, an activity log of tasks related to literacy skill development, two classroom observations, and a concluding interview. The research is looking for themes related to instructional design that emerge in the experiences of these four different content-area teachers.