Date of Conferral
Doctor of Education (Ed.D.)
Education regulations in many U. S. schools require teachers, including career and technical education (CTE) teachers, to integrate literacy skills into the curriculum to support student performance on standardized tests. Changes in teaching strategies and content for literacy integration require administrators to improve the support systems for CTE teachers. The purpose of this basic qualitative study was to explore CTE teachers' experiences in integrating literacy into the curriculum and the support they receive from administrators. Fullan's change model informed the conceptual framework for this study. Individual interviews with 4 teachers and 3 administrators from a state on the east coast were conducted using Zoom. A combination of open and axial coding was used to support thematic analysis. Teachers and administrators identified innovative instructional practices and teacher-administrator collaboration as important. The teachers' data contained the four themes of adapt to changes, support learning with student-to-student teaching, literacy integration is important for student success, and teacher-administrator collaboration is beneficial. The administrators' data contained the two themes of leadership that is transformational and innovative instructional practices. Key recommendations included expanding literacy integration across all subject areas by sharing of resources across teachers, leadership and support from administrators, and additional professional development for all. Positive social change implications include improved teaching and enhanced student literacy skills. Students are more likely to be equipped with skills and strategies they need to succeed in college, to acquire postsecondary jobs, and to work effectively in the future.
Piccott-Bryan, Heather Denese, "Career and Technical Education Teachers Integrating Literacy and the Support Administrators Provide" (2020). Walden Dissertations and Doctoral Studies. 9427.