A Case Study of a School-Based Literacy Initiative: Teachers' Experiences with Placing Children at the Centre

Abstract

This case study of one Nova Scotian school examined teachers' experiences with undertaking a literacy change initiative. Interviews and focus groups with 15 teachers revealed that teachers' initial participation in the initiative stemmed from collecting student data that demonstrated students were struggling with decoding and a lack of systematic phonics instruction. The teachers discussed challenges they faced as a result of shifting their practice and the need for further professional development and collaboration. The findings of this case study have implications for other schools seeking to implement changes to teaching practices, and achievement outcomes, and highlight the importance of supporting teachers in providing time and resources to collectively put in place instructional strategies that are aligned with students' educational goals.