Publication Date


Document Type


First Advisor

Elish-Piper, Laurie

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Curriculum and Instruction


Reading; Science--Study and teaching; Secondary education


This qualitative study sought to gain an understanding of science teachers' perceptions of reform and their role in implementing reform and science-based literacy practices in the classroom, as well as gain an understanding of science teachers' knowledge of disciplinary literacy as the implied framework of reform (i.e., the Next Generation Science Standards). Four focal participants from a suburban, middle-class high school district comprised of two high schools participated in semi-structured interviews, observations, and a stimulated recall task and interview. Data analysis revealed some of the Discourse memberships in which participants claimed membership and the tensions that resulted from those memberships. From this data, a theory emerged of the role of third space in navigating these tensions, and a model for developing a third space is presented, which literacy professionals can reference when working to develop collaborative relationships with science teachers in order to scaffold science-specific literacy practices for student engagement. The information in this study prompts future research regarding the ability of science teachers and literacy professionals to navigate Discourses in a Field Code Changed third space using a disciplinary literacy approach to developing curriculum in order to apprentice students into the discipline of science and develop a citizenry of scientifically literate individuals.


Advisors: Laurie Elish-Piper.||Committee members: Laura Ruth Johnson; Michael Manderino.||Includes bibliographical references.


xii, 338 pages




Northern Illinois University

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