Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Sydney Parent

Abstract

Teachers’ instructional practices of integrating writing into their courses can improve students’ writing abilities and better prepare students for postsecondary education and career success. At ABC College and Career Academy (pseudonym), career, technical, and agricultural education (CTAE) teachers were required by the Common Core State Performance Standards to integrate writing into their courses, but 60% of teachers were not complying with that requirement. The purpose of this study was to explore how CTAE teachers at ABC College and Career Academy integrated writing into their courses, their challenges regarding integrating writing, and needed aids for integrating writing. The conceptual framework for this basic qualitative study was Knowles’s theory of andragogy, which is the art and science of adult learning. The key research questions asked how CTAE teachers integrated writing into their courses and how they described their professional development needs regarding integration of writing into their courses. The data collected for this study were obtained from semistructured interviews with eight current CTAE teachers having at least one year of CTAE teaching experience and being at least 18 years old. The transcribed interviews were coded using open and axial coding to identify emerging themes: (a) instructional strategies for the teaching and assessment of integrating writing, (b) challenges of integrating writing, and (c) professional development needed for integrating writing. A professional development training for teachers was designed to address the identified areas of need to integrate writing into their courses. Positive social change may result by improving teachers’ instructional practices of writing integration into their courses to improve students’ writing abilities.

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