EXAMINING SECONDARY SCHOOL REFORM THROUGH DISCIPLINE SPECIFIC LITERACY INSTRUCTION

This case study examined the integration of discipline specific literacy instruction as part of a comprehensive literacy program at the secondary level. Eight teachers were interviewed and observed to investigate their knowledge of and beliefs about discipline specific literacyinstruction. Two literacy coaches and the school's principal were also interviewed and shadowed to understand how they supported teachers' efforts to include disciplinary literacy instruction and how they influenced instructional decision making.Results from this study indicated that teachers believed they were responsible fordeveloping students' literacy skills in the discipline they taught. Teachers emphasized discipline specific literacy practices and strategies to improve students' literacy skills as well as to enhance students' content knowledge.Professional development was a key factor in the continuity and success of teachers'literacy instruction across the disciplines. Through professional development, teachers weredeveloping a deep understanding of what it means to engage students in discipline specificliteracy practices.The school principal and instructional coaches played an active role in developingteachers' literacy knowledge and strategy instruction. Their primary role was to support teachers'efforts to implement disciplinary literacy instruction through systematic professional development and instructional coaching