Abstract

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.

Notes

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Graduation Date

2020

Semester

Spring

Advisor

Campbell, Laurie

Degree

Master of Education (M.Ed.)

College

College of Community Innovation and Education

Department

Learning Sciences and Educational Research

Degree Program

Curriculum and Instruction; Curriculum Leadership Track

Format

application/pdf

Identifier

CFE0008054; DP0023088

URL

https://purls.library.ucf.edu/go/DP0023088

Language

English

Release Date

May 2023

Length of Campus-only Access

3 years

Access Status

Masters Thesis (Campus-only Access)

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