The instructional beliefs and decisions of middle and secondary teachers who successfully blend literacy and content

Abstract

Abstract This study explored the perspectives of nine content area middle and high school teachers who were considered to be “outstanding” teachers of their disciplines and who also used a variety of literacy practices in their instruction according to their principals and supervisors. The teachers were interviewed to explore their instructional beliefs and decision‐making, with specific attention to how these beliefs and decisions impacted their uses of literacy. A cross‐case analysis revealed that all nine teachers had strong beliefs about meeting students’ needs, the value of interpersonal relationships, and participating in lifelong learning. In addition, all of the teachers reported effects of personal experiences, context and/or teaching conditions, and professional development on their instruction. Overall, the teachers described both a strong focus on meeting student needs and a wide variety of uses of literacy within active teaching/learning environments.