Shifting the Gaze: What Do High School ELA Teachers Mean when They Talk About Literacy for Students in Their On-Level Classes?

Author

• Yvonne Ceynow, The University of Texas Rio Grande Valley

Date of Award

5-1-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Laura Jewett

Second Advisor

Jacqueline B. Koonce

Third Advisor

Janine Schall

Abstract

This critical narrative inquiry explored how six high school English Language Arts (ELA) teachers defined literacy for students sitting in their on-level classes. By shifting the focus from student performance to teacher meaning-making, this research sought to understand how foundational beliefs about literacy shaped instructional and pedagogical decisions. Data was collected through digital journal entries, semi-structured interviews, and instructional artifacts. Using a thematic analysis approach, five interconnected themes emerged: the pervasive use of deficit-based language to describe on-level students; the perception of this group as high-need, requiring extensive scaffolding; the belief that socioeconomic status and parental support were key differentiating factors; the impact of a teacher's literacy ideology on classroom practice; and the tension between students' needs and administrative expectations. The findings revealed a systemic reliance on a deficit model with a follow-up discussion on how academic tracking and system constraints reinforced these beliefs, limiting access to rigorous, critical literacy practices.

Comments

Copyright 2026 Yvonne Ceynow. All Rights Reserved. https://proquest.com/docview/3371138184

Recommended Citation

Ceynow, Y. (2026). Shifting the Gaze: What Do High School ELA Teachers Mean when They Talk About Literacy for Students in Their On-Level Classes? [Doctoral dissertation, The University of Texas Rio Grande Valley]. ScholarWorks @ UTRGV. https://scholarworks.utrgv.edu/etd/1873