Date of Award
2015
Document Type
Dissertation
Publication Status
Version of Record
Submission Date
October 2026
Thesis/Dissertation Advisor [Chair]
Burnaford, Gail
Abstract
This qualitative case study was conducted to investigated whether selected 3rd-5th teachers in a Title 1 school increased their understanding as they described and used their pedagogical Content Knowledge (PCK) in writing aligned with the Common Core Anchor Standards 1-6. It also examined how the teachers collaborated to advance their knowledge in the area of ELs in the classroom. Qualitative data were collected in the form of 15 participant interviews and 15 Learning Team Meeting (LTM) observations. The data from the interviews and observations were used to investigate how participants implemented the Common Core Anchor Standards (CCAS) 1-6 in their classrooms. The data also sought to examine how the participants’ collaboration in LTMs contributed to the selected 3rd-5th grade teachers’ PCK with respect to CCAS 1-6 and support for their English language learners (EL). The findings indicated that participants recognized various EL instructional strategies embedded in the subject matter of writing. Further, the data indicated that the dual language participants collaborated as an effective means for delivering various EL instructional strategies.
Extent
159 p.
Recommended Citation
East, Jill A., "Writing, elementary teachers, and English language learners: a case study of teacher reported pedagogical knowledge and collaborative inquiry in a title 1 school" (2015). Electronic Theses and Dissertations 2010 - 2019. 1370.
https://digitalcommons.fau.edu/etd_general_6/1370
Identifier
FA00004441
Comments
Includes bibliography.|Dissertation (Ph.D.)--Florida Atlantic University, 2015|FAU Electronic Theses and Dissertations Collection|Includes bibliography.