Theses and Dissertations
Date of Award
2024
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Abraham S. Fischler College of Education and School of Criminal Justice
Advisor
Roslyn Doctorow
Committee Member
Linda Gaughan
Keywords
Building Connections, Classroom Engagement, Positive Classroom Environment, Reading Motivation, Reading Strategies, Student Teacher Relationships, Teacher Flexibility, Differentiation
Abstract
This applied dissertation was designed to provide an understanding of the practices and strategies used by Title 1 high school teachers to promote student reading motivation and engagement. Engaging students in the curriculum and motivating them to read is essential to a successful classroom experience. As districts move to a more prescribed curriculum with provided scope and sequence, teachers look for ways to engage their students and provide relevant resources to meet their students' needs creatively.
The researcher interviewed teachers to explore their beliefs, strategies, and practices for fostering student reading motivation and classroom engagement in high school. The guiding force behind this exploration was the central research question, 'How do teachers promote student reading motivation and classroom engagement in high school? '
An examination of the data collected through semi-structured interviews revealed that a positive classroom environment includes caring about students and getting to know them. While caring for students presents a level of friendliness in the classroom, providing a safe and inclusive environment with structures and expectations is equally important. Teachers also identified that the ability to be flexible in the planning and presentation of content afforded them the opportunity to reach students and engage them in relevant and meaningful academics. Teachers cited the importance of cooperative work to expand student’s thinking and acceptance of differing viewpoints.
In future research, insights could be gleaned from other stakeholders. Students could offer perspectives about the effectiveness of teachers' strategies. Input from school administrators would also be valuable to gauge the extent to which a positive classroom environment permeates the broader school culture.
NSUWorks Citation
Shelia Tate. 2024. Strategies Teachers Use to Encourage Student Reading Motivation and Engagement in the High School Setting: A Generic Qualitative Study. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education and School of Criminal Justice. (714)
https://nsuworks.nova.edu/fse_etd/714.