Event Title
Instructional Design: How Secondary Teachers Promote Student Comprehension of Informational Text
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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
Recommended Citation
Strukel, P. (2017, April 17). Instructional Design: How Secondary Teachers Promote Student Comprehension of Informational Text. Presented at the 2017 Graduate Online Symposium, Mankato, MN. http://cornerstone.lib.mnsu.edu/gos/2017/presentation/11
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
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.
