Date
12-7-2023
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
Matthew Oswald Ozolnieks
Keywords
struggling readers, adolescents, engagement, English teachers
Disciplines
Education
Recommended Citation
Ebinama, Ruth Ugonna, "Twelfth-Grade English Teachers' Lived Experiences of Engaging Struggling Adolescent Readers: A Phenomenological Study" (2023). Doctoral Dissertations and Projects. 5011.
https://digitalcommons.liberty.edu/doctoral/5011
Abstract
The purpose of this hermeneutic phenomenological study was to explore 12th-grade English teachers' lived experiences of engaging struggling adolescent readers at a large public school district in the Washington, D.C., metropolitan area of the United States. The theory that guided this study was Vygotsky’s social constructivism theory as it relates to engaging struggling adolescent readers. The central research question was the following: How do 12th-grade English teachers describe their lived experiences engaging struggling adolescent readers? Criterion purposive sampling was used to recruit 12th-grade English teachers with struggling adolescent readers in their English classes. Data collection methods consisted of open-response questionnaires, individual semi-structured interviews, and letter-writing. Data analysis included repeatedly reading the data, coding, categorizing, and identifying and describing themes.
