Date of Award
Master of Education in Teaching and Learning
This study examined what happened when disciplinary literacy strategies were implemented in a middle school science class along with the students’ and teachers’ perceptions of these strategies. The researcher implemented disciplinary literacy strategies that went along with the scope and sequence for seventh-grade science at the time of implementation of the study. She collected data through surveys, observations, and interviews with students and teachers. Data were analyzed through the constant comparative method and coding. When disciplinary literacy strategies were implemented, students showed compartmentalization of reading and writing to their ELAR classes. Teachers showed negative perceptions of their students’ literacy abilities. The students overall had more negative perceptions of the strategies than positive while the teachers had overall positive perceptions of the strategies used. This led the teachers to come up with solutions for future use of disciplinary literacy in their science classrooms.
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Boyette, Cameron K., "Reading and Writing Like a Scientist: Implementation of Disciplinary Literacy Strategies in a Middle School Science Classroom" (2022). Masters of Education in Teaching and Learning. 48.