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"We're Not Going To Talk About That:" A Qualitative Case Study Of Three Elementary Teachers' Experiences Integrating Literacy And Social Studies, Rebecca L. Powell
Graduate Theses and Dissertations
The purpose of this interpretive, qualitative multi-case study (Merriam, 2001; Stake, 1995) was to describe the experiences of three elementary classroom teachers as they integrated literacy and social studies during their literacy instruction. This study was grounded in an interpretivist paradigm and a theoretical lens of symbolic interactionism. The guiding questions were: What are the experiences of three elementary teachers when integrating literacy and social studies instruction? What information do teachers use when making decisions about integrated instruction? How do teachers’ beliefs align with their practices? How do teachers organize, plan for, and provide integrated instruction, including how they use ...