The lived experience of classroom teachers PDF
Preview The lived experience of classroom teachers
UNLV Theses, Dissertations, Professional Papers, and Capstones 5-2010 Negotiating the integration of new literacies in math and science content: The lived experience of classroom teachers Jennifer Joy Wimmer University of Nevada Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/thesesdissertations Part of the Curriculum and Instruction Commons, Elementary Education and Teaching Commons, and the Junior High, Intermediate, Middle School Education and Teaching Commons Repository Citation Wimmer, Jennifer Joy, "Negotiating the integration of new literacies in math and science content: The lived experience of classroom teachers" (2010). UNLV Theses, Dissertations, Professional Papers, and Capstones. 350. https://digitalscholarship.unlv.edu/thesesdissertations/350 This Dissertation is protected by copyright and/or related rights. It has been brought to you by Digital NEGOTIATING THE INTEGRATION OF NEW LITERACIES IN MATH AND SCIENCE CONTENT: THE LIVED EXPERIENCE OF CLASSROOM TEACHERS By Jennifer Joy Wimmer Bachelor of Science Brigham Young University 1995 Master of Arts Brigham Young University 2004 A dissertation submitted in partial fulfillment of the requirement for the Doctor of Philosophy in Curriculum and Instruction Department of Curriculum and Instruction College of Education Graduate College University of Nevada, Las Vegas May 2010 Copyright by Jennifer Joy Wimmer 2010 All Rights Reserved THE GRADUATE COLLEGE We recommend the dissertation prepared under our supervision by Jennifer Joy Wimmer entitled Negotiating the Integration of New Literacies in Math and Science Content: The Lived Experience of Classroom Teachers be accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instruction Thomas W. Bean, Committee Chair Helen Harper, Committee Member P.G. Schrader, Committee Member Lori J. Olafson, Graduate Faculty Representative Ronald Smith, Ph. D., Vice President for Research and Graduate Studies ii and Dean of the Graduate College May 2010 ABSTRACT Negotiating the Integration of New Literacies in Math and Science Content: The Lived Experience of Classroom Teachers by Jennifer J. Wimmer Dr. Thomas W. Bean, Examination Committee Co-Chair Professor of Curriculum and Instruction University of Nevada, Las Vegas and Dr. Helen Harper, Examination Committee Co-Chair Professor of Curriculum and Instruction University of Nevada, Las Vegas The purpose of this phenomenological study was to investigate the lived experience of integrating new literacies in math and science content by upper elementary and middle school teachers. This study highlights the lived experience of six teachers including two elementary math teachers, two middle school math teachers, and two middle school science teachers. Data sources included five in-depth interviews, teachers‘ weekly reflection journals, weekly classroom observations, and one principal interview at each of the three high-needs schools. Data were analyzed through an analytic and thematic approach. A reconstructed story was created for each teacher which provides insight into the teacher as an individual. Additionally, a thematic analysis resulted in the identification of five essential themes across all six stories which included: technology exclusively, rethinking who they are as teachers, stabilizing rather than challenging content, rethinking student learning, circumstances, and futures, and serving official context and discourse. The findings indicate that the teachers‘ lived experience of integrating new literacies in math and science content was filled with uncertainty and a iii search for stability. A key implication of this study is the need for quality professional development that provides teachers with the opportunity to learn about, question, and rethink the intersection of new literacies, content area literacy, and teacher knowledge. iv To my mom and dad, who always believed it was possible. I love you. v ACKNOWLEDGEMENTS My education is one of my most valued blessings. I am forever grateful for the opportunity I had to study, learn, and grow at UNLV. To work with professors and colleagues who I respect and admire has been an honor. I am indebted to my committee members for the many hours of support and guidance they offered. I appreciate the support of Dr. Schrader and admire his knowledge of technology and new literacies. He was always willing to share articles and resources that furthered my thinking and understanding in this area. I also want to thank Dr. Olafson for the continual support she offered and her willingness to repeatedly talk through my analysis. Her knowledge of phenomenology and qualitative methodology was invaluable. I enjoyed our conversations and always left her office with a renewed sense of confidence. Finally, I want to thank my co-chairs. I am deeply indebted to Dr. Bean. Under his wise tutelage I have grown as an academic. He provided me with countless research and writing opportunities. I admire him as a scholar and as an individual. He is the type of professor I hope to become. I greatly appreciate Dr. Harper and admire the depth of knowledge she possesses. She is an excellent professor and I feel fortunate to have learned from her. My writing and thinking deepened due to our conversations. She set the bar impossibly high, but encouraged me to reach for it. I also want to thank Drs. Bean and Harper for providing me with the opportunity to work on JAAL; it has been a great learning experience. Thank you for sharing your time and talents. I want to thank the teachers who participated in this study. It was an honor to learn from them. I appreciate their willingness to give so freely of their time and to share their experiences with me. I am inspired by their efforts. vi I received academic, emotional, and social support from many great friends. I want to specifically thank Alex Rosborough, Kyle Kaalberg, and Judy Dunkerly. I learned a great deal during our walks and talks. Each of you broadened my thinking and understanding as a person and educator. I also want to thank ―The Mafia‖ for their support. The many phone calls, texts, and visits over these years meant a great deal to me; I am truly blessed to have you as friends. And a special thank you to RJD for writing, ―You have to get a PhD!‖ Thank you for encouraging me to start this journey. My doctoral experience was enriched because of ―the girls,‖ namely Laura Bower, Sophie Ladd, Char Moffit, and Cheryl Sangueza. You each were put in my path for a reason and I am a better person for knowing you. Through laughter and tears we have traveled this road together. You are doc stars who will change the world, and I am lucky to call you my friends. To my bff, we are forever connected. I am eternally grateful that on the first day we were both nerds who sat in the front row. You are my soul sister. Most importantly, I want to thank my family. I am grateful to Jeff, Shea, Chelcie, Jessie, and Chloe. Thank you for the phone calls and letters; they made being so far away more bearable. Thank you for teasing me and keeping me grounded in reality; you make my heart happy. And to my mom and dad, really there are no words. I could not have done any of this without you. Thank you for believing in me when I did not believe in myself; you never once doubted me. Thank you for knowing when I needed a plane ticket home or needed to be told to ―cowgirl up.‖ Finally, this is for you mom. I am my mother‘s daughter which means I can do hard and scary things. Mom, your courage and strength are my greatest example. You have been with me every step of the way…we did it! vii TABLE OF CONTENTS ABSTRACT ....................................................................................................................... iii ACKNOWLEDGEMENTS ............................................................................................... vi LIST OF TABLES .............................................................................................................. x LIST OF FIGURES ........................................................................................................... xi CHAPTER 1 INTRODUCTION ........................................................................................ 1 Purpose of the Study ....................................................................................................... 1 Background ..................................................................................................................... 2 Statement of the Problem ................................................................................................ 5 Significance of the Study ................................................................................................ 8 Theoretical Framework ................................................................................................. 11 Summary ....................................................................................................................... 18 CHAPTER 2 LITERATURE REVIEW ........................................................................... 19 Defining New Literacies ............................................................................................... 20 Technology Statistics .................................................................................................... 29 New Literacies and ―Reading‖ ...................................................................................... 30 New Literacies in the Classroom .................................................................................. 34 Content Area Literacy ................................................................................................... 38 Teacher Knowledge....................................................................................................... 47 Summary ....................................................................................................................... 53 CHAPTER 3 METHODOLOGY .................................................................................... 54 Research Context........................................................................................................... 59 Teacher Selection Criteria ............................................................................................. 63 Researcher‘s Position .................................................................................................... 71 Data Sources .................................................................................................................. 73 Data Analysis ................................................................................................................ 80 Trustworthiness ............................................................................................................. 85 Summary ....................................................................................................................... 86 CHAPTER 4 FINDINGS: RECONSTRUCTED STORIES ........................................... 87 Fairview Elementary School ......................................................................................... 88 Kelly Middle School ................................................................................................... 106 Washington Middle School ......................................................................................... 122 Summary ..................................................................................................................... 138 CHAPTER 5 FINDINGS: ESSENTIAL THEMES ...................................................... 140 What Does New Literacies Mean? .............................................................................. 142 viii
The list of books you might like
