Though prior research has examined critical literacy through qualitative case studies, no known study has been conducted on a cross-case mixed methods exploration of the practices used to teach critical literacy. Furthermore, in the literature, critical literacy is typically described as a theory rather than a practice. This study employed a mixed methods exploratory sequential design (qual+QUAN) to operationalize and validate the construct of critical literacy as teacher practice and determine the factors of critical literacy instruction. The first phase of the study explored 20 teacher educators and K-12 teachers' definitions of critical literacy and the ways they teach the construct in the classroom. Findings revealed 6 factors of critical literacy pedagogy: Relevant, Reflexive, Deconstructive, Dialogic, Empowering, and Transformative. From these findings an instrument was developed that collected data regarding teachers' instructional practices. The second phase utilized the instrument to quantitatively collect data and determine the factors of critical literacy pedagogy by using Confirmatory Factor Analysis (CFA). Results from the second phase indicated a 7-factor structure, with the 6 factors from the qualitative phase confirmed and a 7th factor, termed Intersectional, discovered. Model fit was excellent (CLI = .95; TLI = 0.94; RMSEA = .05, SRMR = .05; α = 0.89).
|School:||North Carolina State University|
|Department:||Curriculum and Instruction|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 80/01(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Pedagogy, Education|
|Keywords:||Critical literacy, Critical pedagogy, Curriculum and instruction, Literacy, Multicultural education|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be