Date of Award

January 2022

Degree Type

Open Access Dissertation

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership and Policy Studies

First Advisor

Todd McCardle

Department Affiliation

Teaching, Learning, and Educational Leadership

Second Advisor

Stacey J. Korson

Department Affiliation

Teaching, Learning, and Educational Leadership

Third Advisor

Emily L. Zuccaro

Department Affiliation

Teaching, Learning, and Educational Leadership

Abstract

This case study describes a professional learning opportunity for educators of adolescents, namely the Literacy for Adolescent Teachers (LAT), at a regional midsize university in Kentucky. The LAT is a year-long experience that enrollees undertake to grow professionally by gaining specific literacy skills. This study focuses specifically on participant experience with the disciplinary literacy content, strategies, and resources presented at the summer program. This investigation sought to understand if participation in the disciplinary literacy program impacted the participants’ perceptions of literacy and their dispositional attitudes toward integrating literacy into their professional practice. The data revealed that participants in the LAT joined the program with a text-based perception of literacy, which also impacted how they viewed the integration of literacy in their practice. By the end of the program, the participants gained a broader perception of literacy, which shifted their understanding of how literacy was integrated into their instruction.

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