High school teachers' stories of experiences with disciplinary literacy in their content area

The study of rigor and equity in an urban school district where multiple high school students receive literacy instruction can be explored through the narrative stories of teachers and their experience with disciplinary literacy instruction in their content area. The narrative, constructivist grounded theory approach to this research sought to make meaning of the instructional planning and implementation of literacy techniques in various content areas across three high schools in a Midwestern school district with urban characteristics. Through initial questionnaires regarding knowledge and experience with disciplinary or content area literacy, open-ended semi-structured interviews, and lesson plan and classroom artifact analysis, this research constructed an understanding of literacy instruction as teachers define and deliver instruction in this urban emergent (Milner, 2012) school district. The problem explored in this study was the potential for educators to unintentionally create wider student achievement gaps through lack of focus on the equity and the purposeful structuring of curriculum and instruction that allows for rigor and equity. In an urban setting with multiple high schools, that potential could be a serious disadvantage for some students. The opportunities for students to critique texts, compare various perspectives or theories, and even view themselves as a part of the learning process leads to culturally relevant and critical literacy learning that can disrupt the deficit thinking and position that students could find themselves in if those opportunities do not exist. Educators should strive to lead learners to grow as readers, thinkers, and members of a classroom, school, and community in which they live. By understanding the impact of disciplinary literacy on raising the expectations of literacy instruction across many disciplines, it may be possible to decrease performance gaps and eliminate deficit thinking in urban districts.

Name thesis:degree_name

Ed.D. (Doctor of Education)

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Education (UMKC)

Grantor

University of Missouri--Kansas City

Year dc:date.issued

2025

Author dc:creator

• Nolte, Shannon Wane

Advisor dc:contributor.advisor

• Caruthers, Loyce Ellenor, 1947-

Language dc:language.iso

en_US

Handle dc:identifier.uri

https://hdl.handle.net/10355/110209

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/110209