Publication Date

12-2012

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Curriculum and Instruction

Department

Curriculum, Instruction, and Foundational Studies

Supervisory Committee Chair

Stan Steiner

Abstract

Teaching in an era of standards and accountability-based teaching has a direct impact on teachers and students. Narrative inquiry methodology was used to better examine the impact on the participant researcher and her students in the context of teaching adolescent literacy (Clandinin & Connelly, 2000; Montero & Washington, 2011; Schaafsma & Vinz, 2011). Over a three year period, adolescent literacy teaching methodology was examined through contrasting classroom contexts through the eyes of the teacher researcher and her students.

The following questions guided the inquiry: How has policy impacted me as a literacy teacher and the decisions I make, as well as the pressure I feel, with regards to reading programs? Which voices have guided, and continue to guide me, in the midst of an accountability-based landscape while building capacity to be an effective literacy leader? How do reading programs, in a time of accountability-based reform efforts, impact students? Implications from this study address the role of literacy leaders as active participants at school, community, and national levels, as well as suggestions for sustaining adolescent readers as they transition to high school.

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