In this exploratory case study of two Florida charter schools, early literacy teachers' (prekindergarten through third grade; N=9) instructional literacy orientations were explored. The Literacy Orientation Survey (Lenski et al., 1998) was viewed through the lens of early literacy teachers' curricular preferences and practical use of curriculum. Descriptive results were analyzed, indicating that most teachers identified as preferring an eclectic rather than traditional or constructivist approach to instruction. However, one-third of teachers' literacy orientation beliefs and practices were not aligned, meaning what they believed about literacy and what they practiced as teachers (when choice was an option) were incongruent. Additionally, most teachers surveyed responded with higher than expected levels of agreement to each statement regarding preferences for three types of curricula (e.g. knowledge-based, skills-based, and combination), obscuring the true nature of their preferences. Further research with a larger sample size is suggested in order to obtain the correlation between teachers' literacy orientations and their curricular preferences.
If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu
Master of Education (M.Ed.)
College of Community Innovation and Education
Learning Sciences and Educational Research
Curriculum and Instruction; Curriculum Leadership Track
Length of Campus-only Access
Masters Thesis (Open Access)
Escobedo, Stacy, "An Exploratory Case Study of Teachers' Literacy Orientations and Early Literacy Curricula Preferences" (2020). Electronic Theses and Dissertations, 2020-. 148.