Sharing Ownership of Secondary Literacy Instruction: An Action Research Study

Rachel E Johnson, Dixie Massey

Abstract


This action research study was designed to understand how an interdisciplinary team of ninth grade teachers understood the needs of adolescent readers and designed literacy instruction. Four teachers representing English, social studies, science, mathematics, and special education met together to discuss their instruction and the 95 students they shared. Multiple data sources were used to better understand teacher thinking, as well as student perceptions and achievement. Initially, teachers in the group communicated some false assumptions about students’ literacy skills and reading preferences. Analysis of the student data identified specific literacy needs. Over time, the team members showed an increased awareness and positive change in thinking about the literacy needs of their students. This study demonstrated the potential for teachers’ collaborative inquiry to influence one another’s practice.


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