Advisor

Erekson, James

Committee Member

Mahovsky, Kimberly Arnold

Committee Member

Rose, Brian

Committee Member

Larkins, Randy

Department

College of Education and Behavioral Sciences; School of Teacher Education, Educational Studies

Institution

University of Northern Colorado

Type of Resources

Text

Place of Publication

Greeley, (Colo.)

Publisher

University of Northern Colorado

Date Created

12-2021

Extent

201 pages

Digital Origin

Born digital

Abstract

This study explored the pedagogical decision-making process for four English Language Arts teachers in upper elementary grades three through five in Title I schools in a state in the Rocky Mountain Mid-west. Characteristics of Title I schools vary, which might influence how teachers perceive pedagogy for English Language Arts content. This multiple case study sought to (a) determine the factors that influenced teachers’ pedagogical decisions when planning ELA instruction, (b) describe the implications of pedagogical decisions for the Title I upper elementary students, and (c) identify the challenges and opportunities of Title I upper elementary teachers’ pedagogical choices using interviews, artifact collection, and observations. The results of this study found five themes that influenced teachers’ pedagogical decision-making: curriculum, administrative expectations, engagement, targets, and supportive instructional strategies.

Degree type

EdD

Degree Name

Doctoral

Local Identifiers

Prater_unco_0161D_10979.pdf

Rights Statement

Copyright is held by the author.

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