Date of Graduation

Spring 5-13-2024

Document Type

Thesis

Degree Name

Master of Arts in Education (MAE)

Department

Curriculum & Instruction

Thesis Chair

Dr. Karen Kohler

Abstract

This autoethnography explores early literacy instruction through the lens of a Pre-Kindergarten (Pre-K) teacher in a high-quality Pre-K program in South Central Texas. The author highlights the benefits and challenges associated with explicit and systematic early literacy instruction using critical reflections, anecdotal stories, and content analysis. The research examines instances in which curriculum interpretation led to less effective lesson planning and a desire for early literacy resources. The study shares the impact of teacher collaboration, instructional support, and misinterpretation of a used curriculum, shedding light on the experiences of teaching early literacy instruction.

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