The Intersection of Disciplinary Literacy, Academic Engagement, and Teaching Diverse Students

Abstract

The purpose of this study was to investigate the understandings of informational text of new, in-service, alternatively certified seeking educators, as they teach and engage their students. It is significant to grasp what these teachers knew about informational text, specifically the characteristics, structures, purpose, and types, as well as if these teachers were comfortable using informational text as a teaching resource and what reading comprehension strategies were used with informational text in their classrooms. This study offers implications for these teachers, alternative certification program improvement, and the instructors/professors teaching disciplinary literacy in alternative certification programs.