Theses and Dissertations

Date of Award

2024

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Marcia O’Neil

Committee Member

John Harrison

Committee Member

Kimberly Durham

Keywords

reading, equity, Socratic seminar, qualitative research

Abstract

The purpose of this qualitative study was to explore how English teachers can incorporate diverse authors into instruction. The following research questions guided the study:

1. What do teachers describe as the pros/cons of integrating diverse perspectives into teachers’ instruction, in the form of literature by diverse authors?

2. In what ways and how can incorporating literature by diverse authors benefit students?

3. What challenges may teachers face when integrating diverse literature perspectives into instruction?

4. What might enable teachers to integrate diverse literature perspectives into instruction.

The researcher developed designed and field tested a questionnaire for teachers to take to share their perceptions on diverse literature and its place within the classroom. Participation allowed teachers an opportunity to reflect and give their perceptions and feedback on the utilization of diverse resources. Afterwards, data was gathered referencing Mezirow’s theory of transformative learning using teacher questionnaires.

The results of the study shared the teachers' experiences and thoughts about implementing diverse literature into their schools' curriculums. Their experiences demonstrate the need for diverse literature to be implemented in schools to allow students to see themselves within the novels they are reading and learn about perspectives different from their own to give them a broader worldview. The findings in this research identified a need for not only diverse literature to be implemented into schools' curriculums but also for teachers to have proper training and support to do so.

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