Blogging Disruption: Elementary and Secondary Teachers Engage in Disruptive Literacy Instruction

• In Event: 35.082 - Roundtable Session 14
  In Roundtable Session: 35.082-19 - Disruptive, Powerful, and Adaptive Writing Pedagogies

Abstract

This paper presents findings from a qualitative research study that examined how elementary and secondary teachers engaged in and blogged about disruptive instruction (DI) in literacy. A primary content analysis examined teachers’ DI with a priori codes about types of DI. Secondary data analysis revealed two emergent themes: (a) there are various layers of DI: perceptions of instruction, DI for students, DI in school culture, and DI in institution; and (b) several barriers influence teachers’ abilities to engage in DI: administration, school culture, teachers’ knowledge, teachers’ perception of what teaching and learning are, and resources. Findings, applicable to literary researchers, teacher educators, and professional development facilitators, revealed environments need to be ripe for DI and DI is teacher-specific.

Authors

• Aubrey N. Comperatore, University of North Carolina - Chapel Hill

• Kathryn Ann Caprino, University of North Carolina - Chapel Hill

• Leigh A. Hall, University of North Carolina - Chapel hill