Graduation Term

Summer 2025

Degree Name

Doctor of Education (EdD)

Department

Department of Educational Administration and Foundations: Educational Administration

Committee Chair

Dianne Gardner Renn

Committee Member

Deborah MacPhee

Committee Member

Gavin Weiser

Abstract

In urban schools across the United States, literacy outcomes remain inequitable, especially for BIPOC students and those living in poverty. In District 17, the mandate to rigidly implement a purchased curriculum resource reinforces deficit-oriented views of student ability and limits teachers’ professional agency to adjust instruction based on formative data. As a result, instruction becomes disconnected from student needs and identities, further exacerbating literacy inequities.

Guided by Mintrop’s cycle of inquiry, this qualitative study examined how participation in a 90-day inquiry cycle influenced the narratives teachers constructed about their students’ literacy abilities. Kindergarten through third grade teachers collaboratively planned and implemented interactive read aloud units grounded in Muhammad’s five pursuits—Identity, Skills, Intellect, Criticality, and Joy—as a framework for culturally sustaining literacy instruction.

The study sought to elevate counter-stories that challenge deficit thinking and affirm the brilliance of historically marginalized students. Data from focus groups and video reflections suggested some initial shifts in how teachers perceived student learning, including greater recognition of students’ funds of knowledge. However, evidence of persistent deficit thinking remained, indicating that one cycle of inquiry is insufficient for deep change.

Findings point to the need to revise the theory of action and engage in additional inquiry cycles to support more sustained shifts in teacher beliefs and practices. This study offers early insights for educators, leaders, and curriculum developers committed to equity in literacy through culturally sustaining instruction and assessment.

Access Type

Dissertation-Open Access

DOI

https://doi.org/10.30707/ETD.1763755358.581585

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