Date of Award

Spring 6-13-2025

Document Type

Dissertation

Degree Name

Ph.D. in Teaching and Learning Sciences

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Kimberly Schmidt

Second Advisor

Paul Michalec

Third Advisor

Rashida Banerjee

Fourth Advisor

(Lloyd) Bin Ramke

Copyright Statement / License for Reuse

All Rights Reserved
All Rights Reserved.

Keywords

Andragogy, Culturally responsive teaching, English language arts, Phenomenology, Professional development, Sociocultural theory, Secondary education

Abstract

This qualitative, phenomenological inquiry aimed to understand the overall essence of public high school English language arts and reading professional development design and delivery from an inclusive, sociocultural, responsive theoretical lens. The lens extended previous scholarship, combining six educational concepts and theories to develop an ideological framework for high school English language arts and reading professional development design and delivery. They include Vygotsky’s (1978) sociocultural theory, Knowles’ (1978) andragogy, Shulman’s (2013) content-pedagogy-curricular contextualization, Hammond’s (2015) culturally responsive teaching, Bennett’s (1986) intercultural competencies, Smale-Jacobse and others’ (2019) and Tomlinson and others’ (2003) concepts of differentiation: referred to as SACReD. A central research question and sub-question guided this study: What is the overall phenomenon of public high school English language arts and reading professional development design and delivery, using an ideological SACReD framework lens? Within that phenomenon, how do designers and deliverers consider sociocultural and intercultural responsiveness factors?

I interviewed four English language arts and reading professional development designers and deliverers from one public school district to field test my ideological SACReD framework and understand their overall experiences. Findings indicated that high school English language arts teaching responsibilities are considerable, while English language arts and reading professional development for content and content-specific-pedagogies are limited. Limitations include considerations of sociocultural and intercultural responsiveness factors. However, English language arts professional development educators were eager to create solutions to address digital proficiency, student diversity, and reading comprehension needs. The research results may inform future high school English language arts and reading professional development design and delivery programs. Additionally, results may inform professional development for other content areas, educational trainings, and corporate applications.

Copyright Date

6-2025

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Michelle Jestice

Provenance

Received from ProQuest

File Format

application/pdf

Language

English (eng)

Extent

285 pgs

File Size

2.1 MB

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