Table 3 Definitions and Examples of the... | Emerald Publishing

Table 3

Definitions and Examples of the Four Cross Case Themes

Cross Case Theme	Definitions	Examples
Interdisciplinary literacy	General literacy strategies that are horizontally and vertically aligned between grade levels and subject areas and that serve to direct and focus students’ attention.	“If we’re breaking down a word problem in math, then they are going to do the same exact strategies that they do in language arts, math, and social studies, and once they see it, repetitively, then they can see the connection, they can learn for themselves. It’s, ah, awesome.” (George) “You guys keep saying disciplinary, but I just don’t think you can separate the idea…. It’s just impossible to not read in social studies. It is impossible to not write in social studies as far as I am concerned.” (Leslie)
Power in disciplinary language	Teachers’ perceptions about literacy in the disciplines expanded due to their participation in the MOOC-Ed and professional learning teams.	“I did my master’s thesis on student led inquiry, and yet I got away from using that word. And [the MOOC] reminded me of the power of that word and … to use the correct terminology.” (Leslie) “Never do [disciplinary literacy] as an island because if you do it as an island it’s not as effective because the kids don’t carry those strategies over.” (Suzy)
Pedagogical tensions related to EOGs	Curriculum and instructional choices focused around particular tips and tricks students can employ that are explicitly linked to EOG test preparation rather than student engagement or authentic learning.	“We do a lot of pulling textual evidence and explain the impact. “Impact” is like a buzz word for the EOG right now, um, and so we talk about a lot of what does impact, explain the impact.” (Lisa) “It would be nice to have the time to dig into something and really get kids excited about coming up with and solving problems. Right now, we are just doing a bunch of practice, and that’s unfortunate.” (Rachel)
Individualized access	Choice in accessing information as well as presenting learning. relative to the unique demands of the discipline and real world application.	“A lot of the kids that I teach are below grade level, so I have to take that into consideration as we start to build up their strength in reading and vocabulary … I always try to incorporate some kind of real world in the unit that allows them to see it.” (Rachel) “I try to give the kids several different ways of displaying knowledge, displaying learning, displaying growth. And I try to make sure I never pigeonhole.” (George)

Cross Case Theme	Definitions	Examples
Interdisciplinary literacy	General literacy strategies that are horizontally and vertically aligned between grade levels and subject areas and that serve to direct and focus students’ attention.	“If we’re breaking down a word problem in math, then they are going to do the same exact strategies that they do in language arts, math, and social studies, and once they see it, repetitively, then they can see the connection, they can learn for themselves. It’s, ah, awesome.” (George) “You guys keep saying disciplinary, but I just don’t think you can separate the idea…. It’s just impossible to not read in social studies. It is impossible to not write in social studies as far as I am concerned.” (Leslie)
Power in disciplinary language	Teachers’ perceptions about literacy in the disciplines expanded due to their participation in the MOOC-Ed and professional learning teams.	“I did my master’s thesis on student led inquiry, and yet I got away from using that word. And [the MOOC] reminded me of the power of that word and … to use the correct terminology.” (Leslie) “Never do [disciplinary literacy] as an island because if you do it as an island it’s not as effective because the kids don’t carry those strategies over.” (Suzy)
Pedagogical tensions related to EOGs	Curriculum and instructional choices focused around particular tips and tricks students can employ that are explicitly linked to EOG test preparation rather than student engagement or authentic learning.	“We do a lot of pulling textual evidence and explain the impact. “Impact” is like a buzz word for the EOG right now, um, and so we talk about a lot of what does impact, explain the impact.” (Lisa) “It would be nice to have the time to dig into something and really get kids excited about coming up with and solving problems. Right now, we are just doing a bunch of practice, and that’s unfortunate.” (Rachel)
Individualized access	Choice in accessing information as well as presenting learning. relative to the unique demands of the discipline and real world application.	“A lot of the kids that I teach are below grade level, so I have to take that into consideration as we start to build up their strength in reading and vocabulary … I always try to incorporate some kind of real world in the unit that allows them to see it.” (Rachel) “I try to give the kids several different ways of displaying knowledge, displaying learning, displaying growth. And I try to make sure I never pigeonhole.” (George)