Date
4-29-2026
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
Susan Quindag
Keywords
Public Montessori Teachers, Texas Reading Academies, Reading Education in Texas, Reading and Public Montessori Programs, Public Montessori Reading Education
Disciplines
Education
Recommended Citation
McGlory, Christian T., "Understanding Public School Montessori Teachers Who Align Their Methods of Teaching Reading to the Texas Reading Academies: A Phenomenological Study" (2026). Doctoral Dissertations and Projects. 8209.
https://digitalcommons.liberty.edu/doctoral/8209
Abstract
The purpose of the phenomenological study was to understand the lived experiences of K-3 public Montessori teachers who must align their methods of teaching reading to the Texas Reading Academies. To advance reading achievement for students, teachers must implement evidence-based instructional practices. The theory guiding this study was Lev Vygotsky’s sociocultural theory of cognitive development. The central question for this study was, “What are the experiences of public Montessori teachers who provide reading instruction to students and incorporate reading comprehension strategies through the implementation of Texas Reading Academies?” The data collection process included interviews with 16 teachers who provided reading instruction, focus group discussions, and lesson plan artifacts. Audio recording, transcription of notes, and artifacts were organized, collected, and analyzed for codes and emerging themes. Six themes and six subthemes emerged, capturing the experiences of public Montessori school teachers implementing the components of Texas Reading Academies and Montessori methods with students in Texas. The analysis of the themes led to three key interpretations: (1) Two methodologies can co-exist as long as the teachers are child-centered, (2) Public Montessori teachers are in a unique position as teachers because they work for the state and in a nontraditional educational setting. Consequently, they have an interesting perspective on the use of best teaching practices and seeing the shortcomings of state-mandated policies. (3) Today, many teachers in public education have an unwavering commitment to serving students’ academic needs and their individual academic needs with a passion for developing their professional knowledge.
