An examination of the literacy practices of high school social studies teachers

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dc.contributor.advisorFinch, Maida
dc.contributor.authorBriggs, Frederick
dc.contributor.departmentDoctoral Studies in Literacyen_US
dc.contributor.programDoctor of Education (Ed.D.) Contemporary Curriculum Theory and Instruction: Literacyen_US
dc.date.accessioned2018-05-30T12:25:51Z
dc.date.available2018-05-30T12:25:51Z
dc.date.issued2018-05-17
dc.description.abstractThe literacy practices of high school social studies teachers in the Jefferson School District were examined. Common Core State Standards highlight a focus on literacy skills in the content areas while also emphasizing the importance of developing critical thinking. Despite the identified links between social studies and literacy, reading and writing instruction in social studies classrooms has remained minimal. Through a survey and focus group discussions, teachers provided information about the frequency in which they used various literacy-based practices, in addition to discussing the perceived effectiveness of those practices. Furthermore, teachers shared both supports and barriers they believe are in place that impact effective implementation of literacy-based practices. The findings suggest that a variety of literacy-based instructional practices are occurring in differing amounts in high school social studies classrooms with many factors impacting teachers’ use of these practices. Primary and secondary source documents were frequently used by teachers who also deemed these documents as one of the most effective literacy-based practices. Additionally, professional development emerged as both a support and barrier as teachers in the study acknowledged their desire to strengthen efficacy through quality professional development but felt strongly that it needed to be focused on content, involve active learning, and be transferable for immediate classroom use. As the ultimate instructional leader, principals wield influence to create a framework that facilitates effective teacher collaboration and promotes high levels of quality instruction through instructionally focused conversations. From these collaborative conversations, the necessary resources can be identified to provide literacy rich instruction to all students.en_US
dc.format.extent174 pagesen_US
dc.genredissertationsen_US
dc.identifierdoi:10.13016/M2XK84T3S
dc.identifier.urihttp://hdl.handle.net/11603/10875
dc.language.isoen_USen_US
dc.relation.isAvailableAtSalisbury Universityen_US
dc.subjectLiteracyen_US
dc.subjectSocial studiesen_US
dc.subjectLiteracy skillsen_US
dc.subjectLiteracy-based instructional practicesen_US
dc.subjectHigh schoolsen_US
dc.subjectHigh school teachersen_US
dc.subjectSchool leadersen_US
dc.subjectTeacher professional developmenten_US
dc.titleAn examination of the literacy practices of high school social studies teachersen_US
dc.typeTexten_US

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