Teacher Rationales Regarding the Selection and Utilization of Phonics Instruction in Primary School: A Case Study
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| Title: | Teacher Rationales Regarding the Selection and Utilization of Phonics Instruction in Primary School: A Case Study |
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| Language: | English |
| Authors: | Mariah Catharine Whitaker House |
| Source: | ProQuest LLC. 2023Ed.D. Dissertation, Northcentral University. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 119 |
| Publication Date: | 2023 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Early Childhood Education Elementary Education Primary Education |
| Descriptors: | Phonics, Primary Education, Reading Instruction, Literacy, Data Use, Professional Development, Family School Relationship, Teaching Methods, Teacher Attitudes |
| ISBN: | 979-83-8117-139-6 |
| Abstract: | The problem explored by this study was that teachers' perspectives are not implemented when selecting and utilizing phonics instruction in kindergarten through second grade classrooms. The purpose of this qualitative case study was to explore primary teachers' rationales and experiences when choosing and implementing phonics instruction in primary grades. The study examines primary teachers' perspectives of skills, knowledge, and challenges they believe are essential to successful phonics instruction. The conceptual framework for this study was Schulman's pedagogical content knowledge and Vygotsky's social constructivism and zone of proximal development theories. A qualitative case study design was used to collect fifteen primary teachers' perspectives through an online questionnaire and semi-structured individual interviews. Transcription data were entered into NVivo and thematic analysis resulted in four emergent themes, which included 1) planning, implanting, and monitoring phonics instruction, 2) culture of academic and individual growth, 3) training and support for phonics instruction, and 4) professional limitations. This study revealed that teachers perceived primary literacy skills increased when student data is used to plan for instruction, that a culture of academic and individual growth around engagement and skill levels through collaboration supports student growth, that home-to-school connections were essential, and that professional development is crucial to create knowledgeable teachers. Recommendations for future practice include applying data-driven instruction and content knowledge to plan for phonics instruction, build home-to-school connections, and sustained professional development to increase phonics instructional knowledge. Understanding and implementing primary teachers' perspectives for selecting and utilizing phonics instruction provides insight into the paradigms surrounding effective teaching practices that increases student foundational literacy skills and academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30688030 |
| Accession Number: | ED640632 |
| Database: | ERIC |
| Abstract: | The problem explored by this study was that teachers' perspectives are not implemented when selecting and utilizing phonics instruction in kindergarten through second grade classrooms. The purpose of this qualitative case study was to explore primary teachers' rationales and experiences when choosing and implementing phonics instruction in primary grades. The study examines primary teachers' perspectives of skills, knowledge, and challenges they believe are essential to successful phonics instruction. The conceptual framework for this study was Schulman's pedagogical content knowledge and Vygotsky's social constructivism and zone of proximal development theories. A qualitative case study design was used to collect fifteen primary teachers' perspectives through an online questionnaire and semi-structured individual interviews. Transcription data were entered into NVivo and thematic analysis resulted in four emergent themes, which included 1) planning, implanting, and monitoring phonics instruction, 2) culture of academic and individual growth, 3) training and support for phonics instruction, and 4) professional limitations. This study revealed that teachers perceived primary literacy skills increased when student data is used to plan for instruction, that a culture of academic and individual growth around engagement and skill levels through collaboration supports student growth, that home-to-school connections were essential, and that professional development is crucial to create knowledgeable teachers. Recommendations for future practice include applying data-driven instruction and content knowledge to plan for phonics instruction, build home-to-school connections, and sustained professional development to increase phonics instructional knowledge. Understanding and implementing primary teachers' perspectives for selecting and utilizing phonics instruction provides insight into the paradigms surrounding effective teaching practices that increases student foundational literacy skills and academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
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| ISBN: | 979-83-8117-139-6 |
