Date of Award

Spring 5-2015

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership and School Counseling

Committee Chair

Thelma J. Roberson

Committee Chair Department

Educational Leadership and School Counseling

Committee Member 2

James T. Johnson

Committee Member 2 Department

Educational Studies and Research

Committee Member 3

Myron B. Labat

Committee Member 3 Department

Educational Leadership and School Counseling

Committee Member 4

David E. Lee

Committee Member 4 Department

Educational Leadership and School Counseling

Abstract

The purpose of this study was to explore the relationship between elements of teacher collaboration and teachers’ level of knowledge, level of implementation, and level of confidence related to CCSS for Literacy in History/Social Studies, Science, and Technical Subject Areas in grades 6-12. The study included an extensive literature that included an introduction, pertinent literature and research regarding literacy in the 21st century, CCSS, cross curriculum, teacher collaboration, the role of leadership, and the theoretical framework. The study also included the methodology, research results, the conclusions, recommendations for policymakers and practitioners, and recommendations for further research.

It was discovered through this study that there is a statistically significant relationship between the elements of teacher collaboration and a teacher’s level of implementation and confidence of the reading standards for literacy via CCSS; however, there was not a significant relationship between elements of teacher collaboration and teacher knowledge of reading standards for literacy via CCSS.

The data also revealed that generally, history/social studies teachers have more knowledge in the CCSS for Literacy in grades 6-12 compared to science and technical subject area teachers and history/social studies are significantly better at implementation level and confidence level than science teachers in the CCSS for Literacy in grades 6-12.

The qualitative data indicated that lack of time, lack of appropriate resources, and lack of student on-grade-level reading abilities are variables that impede the implementation of the CCSS for Literacy; however, variables that assist in teachers’ implementation of the CCSS for Literacy are the advantage of collaborating with ELA teachers or other colleagues and the use of effective resources.