Walski_Melanie.pdf (17.38 MB)
0/0

“It’s More About the Program”: Teacher Sensemaking of Literacy Instructional Practice

Download (17.38 MB)
thesis
posted on 19.10.2016 by Melanie M. Walski
This case study examines the role of standards, organizational structures, and mechanisms on teachers’ sensemaking of literacy instructional practice, and how that sensemaking manifests into classroom practice. Participants were teachers and leaders at one elementary school in a mid-sized district in a collar community of a large urban area. This study examines the ways teachers construct meaning of messages from leadership about literacy teaching and learning by using frames for sensemaking. Findings suggest that messages about curricular program adherence and assessment accountability pressure played a role in how teachers understood what should be emphasized and valued in literacy instructional practice. This study also looks at one teacher’s classroom practice by highlighting way she acted in agentive ways to meet these demands but also design learning opportunities that reconciled school-level expectations with her own teaching philosophy.

History

Advisor

Raphael, Taffy E.

Department

Curriculum & Instruction

Degree Grantor

University of Illinois at Chicago

Degree Level

Doctoral

Committee Member

Gavelek, James R. Mayrowetz, David Teale, William H. Coburn, Cynthia E.

Submitted date

2016-08

Language

en

Issue date

19/10/2016

Exports

Categories

Exports