Dissertations

The persistent gaps in student achievement, particularly in the context of discipline-specific literacy skills, across public schools in the United States continue to widen. With a focus on South Carolina, this study investigates how professional development efforts have sought to address these gaps and enhance literacy instruction. Despite many initiatives, testing scores and teacher perceptions reveal limited progress in literacy outcomes. The study discusses a key challenge: the lack of substantial literacy instruction beyond English language arts (ELA) classes, resulting in a growing disparity between literacy mastery and the current reality. The research acknowledges the existence of literacy-focused professional development efforts for educators but highlights the resistance and perceived unpreparedness of teachers from various disciplines in integrating discipline-specific literacy practices. The study's purpose is to explore middle-level teachers' attitudes towards incorporating disciplinary literacy instruction in non-ELA classrooms, examining the challenges, benefits, and disparities across subject areas. Additionally, the impact of disciplinary literacy professional development on teacher attitudes is investigated. This qualitative collective case study employs a cross-case analysis to compare the attitudes of teachers from different disciplines, aiming to uncover variations and insights. Recognizing the significance of teacher attitudes in curriculum success, the research contributes to a deeper understanding of the factors influencing teachers' engagement with new instructional frameworks. The study provides essential context for understanding the challenges and opportunities associated with incorporating disciplinary literacy practices in non-ELA classrooms. By delving into teachers' attitudes and perceptions, the research aims to shed light on the complexities of improving literacy outcomes across various subject areas and offers insights to inform educational policy and practice. This study highlights the critical need to bridge the gap between literacy instruction and subject-specific content, emphasizing the importance of understanding teachers' attitudes and challenges in achieving this integration.