- March 24, 2014 @ 10:00 am – 12:00 pm
College of Education, room 630
30 Pryor Street Southwest
Georgia State University, Atlanta, GA 30303
The Reading Experiences of a Middle School Science Teacher and her Students While Using Combined Text Genres
by Romesa Davis
This proposed investigation is an exploration of how the experience of literacy integration, defined as reading a combination of text genres (traditional science textbooks, popular science articles, and Adapted Primary Literature), leads to a meaning making process by a middle school science teacher and her students. Using a phenomenological methodological approach identifies the essences of the shared experience by bringing the mundane experience of reading science text into the participants’ consciousness. The participants will be a sixth grade science teacher and her students at an academically rigorous independent school in the southeastern United States. Interviews. the primary source of data collection, will be informed by other sources of data such as observations, field notes, the collection of teacher and student artifacts, and a questionnaire for the purpose of crystallization. The data will be analyzed using a multistep coding process that generates themes from the interview data. Ultimately, the themes will be used to construct a composite description that captures the essences and meanings of the experience for the teacher and her students. The results of this study will be used to demystify the notion of literacy integration, making it easier to implement in science classrooms.