Date of Award

Summer 8-19-2016

Level of Access Assigned by Author

Campus-Only Dissertation

Degree Name

Doctor of Philosophy (PhD)


Literacy Education


V. Susan Bennett-Armistead

Second Committee Member

Brian Doore

Third Committee Member

Linda Dorn

Additional Committee Members

Kenneth Martin

Sid Mitchell


This descriptive phenomenological case study explores what is revealed in the weekly reflective writing of three effective teachers of an early literacy intervention responding to structured prompts about teaching and learning, using an electronic data system. Also portrayed are the perceptions of the same teachers about their engagement with systematic, structured, written monitoring of lessons, and teacher reports of relationships between the writing and their practice. Analysis of the nature of teacher engagement in the study offers the hypothesis that multiple layers of reflection including thought, writing and reflective discourse may move teaching to an intellectual level of practice.