Date of Award

2017

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Joseph Bullis

Abstract

The mixed-method phenomenological study surveyed middle school teacher perceptions of the Literacy Design Collaborative (LDC). The study population consisted of 16 sixth through eighth grade English language arts, science, or social studies teachers. The data for this study were analyzed from the 2011-2012 school year until the 2015-2016 year. The researcher utilized Stufflebeam’s (2003) context, input, process, product (CIPP) model to create the research questions. The following research questions guided the study: (1) To what extent does the LDC model influence middle school teacher decisions in the type of the instructional strategies they choose to use in their classrooms; (2) What specific types of instructional strategies do middle school teachers report to use when implementing the LDC model; (3) To what extent do teachers feel adequately prepared to make decisions regarding the types of instructional strategies they choose to implement in the LDC classrooms; and (4) What instructional challenges or successes do teachers experience when they implement the LDC model? The findings of this study indicated the need for providing professional development regarding the implementation of LDC for middle school teachers. Additionally, it was suggested that research of program implementation and implementing programs with fidelity take place for district leadership as well as principals. It was also recommended that a thorough needs assessment be conducted within the school district.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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