An Ethnographic Case Study of Science and Literacy Teaching in a Rural Appalachian Primary School

• In Event: Equitable Science Education for Elementary Schools

Abstract

The purpose of this study was to describe how teachers experienced integrated teaching of science and literacy in primary grade classrooms located in a rural Appalachian context. Ethnographic case study design methodology focused on capturing detail of two specific teaching instances impacted by socio-political and cultural forces. Interpretivistic socio-cognitive interactive model guided the methodological procedures and data resulted from classroom observational documents and interviews. Resulting thematic analysis included, continual shifts occur between teacher autonomy and state-guided curricula through intersections and misalignments; and place-based culture permeates teacher interpretation and enactment of integration. Findings suggested state-directed curricula directly impacted teaching practice. Additionally, place-based culture, unique to a specific community impacted science and literacy teaching.

Authors

• Lashay Jennings, East TennesseeState University

• Renee Moran, East Tennessee State University