An analysis of factors affecting implementation of literacy curriculum resources in K-2 classrooms in a Midwest suburban school district

Abstract

This study explored teacher perceptions through a triangulation of data from surveys, interviews, and document analysis to identify how literacy curriculum implementation is affected in Kindergarten through second grade classrooms. Research was based around three questions: How do K-2 teachers perceive their professional development of the new literacy curriculum? How do K-2 teachers perceive their implementation of the new literacy curriculum? How do K-2 teachers perceive leadership support for the implementation of the new literacy curriculum? The first step in the data collection process involved sending an electronic survey to all Kindergarten, grade one and grade two teachers meeting the criteria for inclusion in the study. Demographic profiles and open-ended questions were used to collect data along with the survey questions. Six teachers (two Kindergarten, two first grade and two second grade) were interviewed using a semi-structured protocol with each interviewee. Documents were collected and included professional development guides, training schedules, and curriculum resource literature. Results indicated implementation is hindered when professional development is vague and does not provide opportunity for participants to learn, practice, and collaborate together. Implementation in the classroom is enhanced when participants receive feedback and opportunities to observe others, ask questions, and know full implementation takes time. Implementation is enhanced when leadership is supportive and listens to the needs and concerns of the participants. Providing a culture allowing for mistakes and opportunities to improve helps participants feel excited and engaged in the new learning.