• Effective Multimodal Texts to be Implemented in Secondary Science Classrooms

      Kucharski, Megan (State University of New York at Fredonia, 2019-05)
      There has been an abundant amount of multimodal texts in which high school science teachers were able to use throughout their instruction to communicate science content. The problem related to this topic was high school science teachers were either not using them or not using them appropriately. The question related to the problem of high school science teachers not correctly using multimodal texts was “What are effective multimodal texts that support content comprehension and science literacy and how can these resources be implemented in the secondary science classroom?” To address this question an extensive literature review, research analysis, and research synthesis were completed. The participants of the studies were in a variety of science courses at the middle school, high school or college level. Multiple findings resulted from the research synthesis. The findings were trade books and technology in science classes were effective at both middle and high school levels, primary literature in science classes were effective at the collegiate level, and middle and high school science students benefited from teachers embedding multimodalities in their instruction. The fifth finding was simulations at the high school level enhanced student science literacy. This was the finding that answered the research question. This finding was then used to create a professional development Google Site for high school science teachers of all content areas. The Google Site provided a resource for the teachers to learn about simulations, understand the research behind it, practice using them, and be instructed on how to implement them into science instruction at the high school level.
    • Perceptions of Social Studies Teacher Roles in Literacy Instruction

      Hubbard, Justin (State University of New York at Fredonia, 2019-05)
      Research has found that Social Studies content teachers struggle implementing literacy into their content area. This study focused on the question, what are Secondary Social Studies teachers perceptions of their role in literacy instruction? The principal investigator of this study interviewed two experienced Secondary Social Studies teachers on their perceptions and implementation of literacy in the Social Studies content area. It was found by these interviews that these participants had been using higher level literacy instruction techniques as part of their daily instruction in the content area and that they perceive literacy instruction as the responsibility of the Social Studies teacher not only for the benefit of literacy ability, but for Social Studies content knowledge as well.