Date of Award
12-1-2025
Document Type
Dissertation
Degree Name
Ph.D. in Education
First Advisor
Kenya Wolff
Second Advisor
Sam Gilbert
Third Advisor
Kristina Livingston
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
Despite research that indicates the critical importance and lifelong impact of early reading proficiency for students, national reading proficiency trends demonstrate most students in the United States are not yet reading at grade level, with disparities existing among historically underrepresented subgroups. Additionally, research shows that preservice and in-service teachers have documented limited feelings of self-efficacy in teaching reading specifically, suggesting limitations in preservice training for educators. To better understand how reading teachers perceive the efficacy of their preservice teacher academic and clinical experiences, especially for those who serve historically underrepresented student populations, this study seeks to document the perspectives of early career elementary reading teachers in Memphis, Tennessee. This study employs focus groups and interviews to explore the lived experience of teachers. Using a Gadamerian hermeneutic approach, data was analyzed using multiple rounds of coding and a supplemental critical lens for analysis. Four main themes, along with supporting subthemes, emerged. Implications from this study inform policy makers, educator preparation providers, and school and district leadership in critical areas of continuous improvement to advance both teachers’ efficacy in teaching reading as well as student literacy outcomes.
Recommended Citation
Taubken, Emily, "Reading Teacher Perceptions: The Impact of Educator Preparation Program Literacy Coursework and Clinical Experiences on Teacher Efficacy in Historically Underrepresented Populations" (2025). Electronic Theses and Dissertations. 3530.
https://egrove.olemiss.edu/etd/3530