Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Sarah V. Hough

Abstract

Reading problems among students in Nigeria prompted the implementation of a literacy across the curriculum initiative in a cluster of schools within a district, where all teachers were required to integrate literacy strategies into their lessons. The problem investigated in this study was that the teachers’ instruction of science at Beta Schools had not produced the expected results with respect to integrating literacy strategies into the science lessons. The purpose of this basic qualitative study was to understand the teachers experiences and perceptions of literacy integration in science lessons. Grounded in the content area literacy conceptual framework, the research questions examined science teachers’ perceptions of the requirement to embed literacy instruction in their pedagogy, the instructional strategies they viewed as adequate, and the ways by which they might improve their implementation of the recommended strategies. A purposeful sample of nine science teachers were interviewed using open-ended questions. Thematic analysis of interview data supported with the use of ATLAS.ti software revealed low levels of pedagogical knowledge, implementation of instructional strategies, and teacher motivation. There were also challenges with communication from administration and inadequate professional development. The study findings were the basis for a position paper that outlined ways that stakeholders could (a) establish support mechanisms for embedding literacy strategies into science lessons and (b) design targeted professional development for their teachers. Implementing these changes may improve teachers’ aptitudes and contributions to discourse on literacy integration into science curricula and support systems of professional development. These teachers could help to equip students with the literacy skills they need for creativity and innovation within their communities.

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