Date Approved

6-18-2024

Embargo Period

6-18-2024

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Educational Leadership, Administration, and Research

College

College of Education

Advisor

James Coaxum III, Ph.D.

Committee Member 1

Susan Browne, Ed.D.

Committee Member 2

Sarah Ferguson, Ph.D.

Keywords

interdisciplinary, inquiry-based, pedagogical, scientific literacy

Subject(s)

High school science teachers--United States; Content area reading

Disciplines

Science and Mathematics Education | Secondary Education

Abstract

This study investigated the intersection of literacy instruction and high school science teaching in response to low proficiency levels in these areas and interest in pursuing STEM careers among U.S. high school students. Participants reported using close reading practices combined with inquiry-based science instruction to enhance students’ science literacy and reading proficiency. Data were from document analysis, one-on-one interviews, and focus group discussions. Five significant themes showed teachers' journeys from recognizing a problem to implementing new instructional strategies while pursuing knowledge about how to continue growing their craft. The five themes included teacher awareness of students’ literacy struggles, the apprehension of high school science teachers to infuse literacy strategies in tandem with inquiry-based science instruction, how academic standards highlighted the connection between science and literacy, effective instructional practices implemented by the teachers, and the role of professional development in refining instructional practices. The findings suggest that interdisciplinary instructional practices like close reading empower high school science teachers to support their students in developing their ability to read and comprehend complex texts while enhancing their scientific knowledge.

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