The lived experience of classroom teachers

255 Pages·2017·1.3 MB·English

by  Jennifer Joy Wimmer

UNLV Theses, Dissertations, Professional Papers, and Capstones
5-2010
Negotiating the integration of new literacies in math and science
content: The lived experience of classroom teachers
Jennifer Joy Wimmer
University of Nevada Las Vegas
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Wimmer, Jennifer Joy, "Negotiating the integration of new literacies in math and science content: The
lived experience of classroom teachers" (2010). UNLV Theses, Dissertations, Professional Papers, and
Capstones. 350.
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NEGOTIATING THE INTEGRATION OF NEW LITERACIES IN MATH
AND SCIENCE CONTENT: THE LIVED EXPERIENCE
OF CLASSROOM TEACHERS

By
Jennifer Joy Wimmer

Bachelor of Science
Brigham Young University
1995

Master of Arts
Brigham Young University
2004

A dissertation submitted in partial fulfillment of
the requirement for the

Doctor of Philosophy in Curriculum and Instruction
Department of Curriculum and Instruction
College of Education

Graduate College
University of Nevada, Las Vegas
May 2010
Copyright by Jennifer Joy Wimmer 2010
All Rights Reserved
THE GRADUATE COLLEGE

We recommend the dissertation prepared under our supervision by

Jennifer Joy Wimmer

entitled

Negotiating the Integration of New Literacies in Math and Science
Content: The Lived Experience of Classroom Teachers

be accepted in partial fulfillment of the requirements for the degree of

Doctor of Philosophy in Curriculum and Instruction

Thomas W. Bean, Committee Chair

Helen Harper, Committee Member

P.G. Schrader, Committee Member

Lori J. Olafson, Graduate Faculty Representative

Ronald Smith, Ph. D., Vice President for Research and Graduate Studies
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and Dean of the Graduate College

May 2010
ABSTRACT
Negotiating the Integration of New Literacies in Math and Science Content:
The Lived Experience of Classroom Teachers

by

Jennifer J. Wimmer
Dr. Thomas W. Bean, Examination Committee Co-Chair
Professor of Curriculum and Instruction
University of Nevada, Las Vegas
and
Dr. Helen Harper, Examination Committee Co-Chair
Professor of Curriculum and Instruction
University of Nevada, Las Vegas

The purpose of this phenomenological study was to investigate the lived experience of
integrating new literacies in math and science content by upper elementary and middle
school teachers. This study highlights the lived experience of six teachers including two
elementary math teachers, two middle school math teachers, and two middle school
science teachers. Data sources included five in-depth interviews, teachers‘ weekly
reflection journals, weekly classroom observations, and one principal interview at each of
the three high-needs schools. Data were analyzed through an analytic and thematic
approach. A reconstructed story was created for each teacher which provides insight into
the teacher as an individual. Additionally, a thematic analysis resulted in the
identification of five essential themes across all six stories which included: technology
exclusively, rethinking who they are as teachers, stabilizing rather than challenging
content, rethinking student learning, circumstances, and futures, and serving official
context and discourse. The findings indicate that the teachers‘ lived experience of
integrating new literacies in math and science content was filled with uncertainty and a
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search for stability. A key implication of this study is the need for quality professional
development that provides teachers with the opportunity to learn about, question, and
rethink the intersection of new literacies, content area literacy, and teacher knowledge.
iv
To my mom and dad,
who always believed it was possible.
I love you.
v
ACKNOWLEDGEMENTS
My education is one of my most valued blessings. I am forever grateful for the
opportunity I had to study, learn, and grow at UNLV. To work with professors and
colleagues who I respect and admire has been an honor.
I am indebted to my committee members for the many hours of support and guidance
they offered. I appreciate the support of Dr. Schrader and admire his knowledge of
technology and new literacies. He was always willing to share articles and resources that
furthered my thinking and understanding in this area. I also want to thank Dr. Olafson for
the continual support she offered and her willingness to repeatedly talk through my
analysis. Her knowledge of phenomenology and qualitative methodology was invaluable.
I enjoyed our conversations and always left her office with a renewed sense of
confidence. Finally, I want to thank my co-chairs. I am deeply indebted to Dr. Bean.
Under his wise tutelage I have grown as an academic. He provided me with countless
research and writing opportunities. I admire him as a scholar and as an individual. He is
the type of professor I hope to become. I greatly appreciate Dr. Harper and admire the
depth of knowledge she possesses. She is an excellent professor and I feel fortunate to
have learned from her. My writing and thinking deepened due to our conversations. She
set the bar impossibly high, but encouraged me to reach for it. I also want to thank Drs.
Bean and Harper for providing me with the opportunity to work on JAAL; it has been a
great learning experience. Thank you for sharing your time and talents.
I want to thank the teachers who participated in this study. It was an honor to learn
from them. I appreciate their willingness to give so freely of their time and to share their
experiences with me. I am inspired by their efforts.
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I received academic, emotional, and social support from many great friends. I want to
specifically thank Alex Rosborough, Kyle Kaalberg, and Judy Dunkerly. I learned a great
deal during our walks and talks. Each of you broadened my thinking and understanding
as a person and educator. I also want to thank ―The Mafia‖ for their support. The many
phone calls, texts, and visits over these years meant a great deal to me; I am truly blessed
to have you as friends. And a special thank you to RJD for writing, ―You have to get a
PhD!‖ Thank you for encouraging me to start this journey.
My doctoral experience was enriched because of ―the girls,‖ namely Laura Bower,
Sophie Ladd, Char Moffit, and Cheryl Sangueza. You each were put in my path for a
reason and I am a better person for knowing you. Through laughter and tears we have
traveled this road together. You are doc stars who will change the world, and I am lucky
to call you my friends. To my bff, we are forever connected. I am eternally grateful that
on the first day we were both nerds who sat in the front row. You are my soul sister.
Most importantly, I want to thank my family. I am grateful to Jeff, Shea, Chelcie,
Jessie, and Chloe. Thank you for the phone calls and letters; they made being so far away
more bearable. Thank you for teasing me and keeping me grounded in reality; you make
my heart happy. And to my mom and dad, really there are no words. I could not have
done any of this without you. Thank you for believing in me when I did not believe in
myself; you never once doubted me. Thank you for knowing when I needed a plane ticket
home or needed to be told to ―cowgirl up.‖
Finally, this is for you mom. I am my mother‘s daughter which means I can do hard
and scary things. Mom, your courage and strength are my greatest example. You have
been with me every step of the way…we did it!
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TABLE OF CONTENTS
ABSTRACT ....................................................................................................................... iii

ACKNOWLEDGEMENTS ............................................................................................... vi

LIST OF TABLES .............................................................................................................. x

LIST OF FIGURES ........................................................................................................... xi

CHAPTER 1 INTRODUCTION ........................................................................................ 1
Purpose of the Study ....................................................................................................... 1
Background ..................................................................................................................... 2
Statement of the Problem ................................................................................................ 5
Significance of the Study ................................................................................................ 8
Theoretical Framework ................................................................................................. 11
Summary ....................................................................................................................... 18

CHAPTER 2 LITERATURE REVIEW ........................................................................... 19
Defining New Literacies ............................................................................................... 20
Technology Statistics .................................................................................................... 29
New Literacies and ―Reading‖ ...................................................................................... 30
New Literacies in the Classroom .................................................................................. 34
Content Area Literacy ................................................................................................... 38
Teacher Knowledge....................................................................................................... 47
Summary ....................................................................................................................... 53

CHAPTER 3 METHODOLOGY .................................................................................... 54
Research Context........................................................................................................... 59
Teacher Selection Criteria ............................................................................................. 63
Researcher‘s Position .................................................................................................... 71
Data Sources .................................................................................................................. 73
Data Analysis ................................................................................................................ 80
Trustworthiness ............................................................................................................. 85
Summary ....................................................................................................................... 86

CHAPTER 4 FINDINGS: RECONSTRUCTED STORIES ........................................... 87
Fairview Elementary School ......................................................................................... 88
Kelly Middle School ................................................................................................... 106
Washington Middle School ......................................................................................... 122
Summary ..................................................................................................................... 138

CHAPTER 5 FINDINGS: ESSENTIAL THEMES ...................................................... 140
What Does New Literacies Mean? .............................................................................. 142
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