Navigating Social-emotional Experiences for Readers: Stories of Two High-performing Urban Elementary Teachers
Abstract
Reading proficiency rates for elementary students in the United States are extremely
concerning, especially for students in urban contexts (National Assessment of Educational
Progress, 2017). Due to accountability pressures and high-stakes testing, low-performing
urban schools often take measures such as narrowing the curriculum (Rentner et al., 2006),
relying on skills-based instruction (Hollins, 2017; Kohn, 2011), and test-focused instruction
(Jennings & Sohn, 2014; Maniates, 2017; Zoch, 2017a) in an attempt to increase test scores.
Research shows, however, the social-emotional experience of reading is a powerful influence
in a child’s reading development (Center for Advanced Study of Teaching and Learning,
2017; Francois, 2013; McLean, Sparapani, Toste, & Connor, 2016; Miller, 2015; Pianta,
Belsky, Vandergrift, Houts, Morrison, & NICHD, 2008). This study utilizes narrative
inquiry (Clandinin & Connelly, 2000) to investigate the navigation of social-emotional
experiences for readers by two urban elementary teachers identified as high-performing
based on their students’ reading test scores. Using Dewey’s (1938) concept that experience
equates to education and Bronfenbrenner’s (1976) ecological human development theory as
the framework, this study examined the question: What are the behaviors, actions, and beliefs
of high-performing urban elementary teachers in navigating social-emotional experiences for
readers? Findings provide insight about the two teachers’ behaviors, actions, and beliefs in
navigating social-emotional reading experiences in their contextualized stories, as well as the
unique driving forces and ecological systems of that navigation for each teacher.
Table of Contents
An introduction: stories worthy of study -- Review of related research: peeling back the layers -- Methodology: mapping out the study -- Findings and interpretation of data -- Why this matters -- Appendix A. overview of study presented to potential participants -- Appendix B. Initial interview protocol for teacher participants -- Appendix C. Follow-up interview protocol for teacher participants
Degree
Ph.D. (Doctor of Philosophy)