Award Date


Degree Type


Degree Name

Doctor of Philosophy in Curriculum and Instruction


Curriculum & Instruction

First Committee Member

Thomas W. Bean, Chair

Second Committee Member

Helen Harper

Third Committee Member

P.G. Schrader

Graduate Faculty Representative

Lori J. Olafson

Number of Pages



The purpose of this phenomenological study was to investigate the lived experience of integrating new literacies in math and science content by upper elementary and middle school teachers. This study highlights the lived experience of six teachers including two elementary math teachers, two middle school math teachers, and two middle school science teachers. Data sources included five in-depth interviews, teachers' weekly reflection journals, weekly classroom observations, and one principal interview at each of the three high-needs schools. Data were analyzed through an analytic and thematic approach. A reconstructed story was created for each teacher which provides insight into the teacher as an individual. Additionally, a thematic analysis resulted in the identification of five essential themes across all six stories which included: technology exclusively, rethinking who they are as teachers, stabilizing rather than challenging content, rethinking student learning, circumstances, and futures, and serving official context and discourse. The findings indicate that the teachers' lived experience of integrating new literacies in math and science content was filled with uncertainty and a search for stability. A key implication of this study is the need for quality professional development that provides teachers with the opportunity to learn about, question, and rethink the intersection of new literacies, content area literacy, and teacher knowledge.


Content area literacy; Mathematics -- Study and teaching; Mathematics teachers -- Training of; New literacies; Phenomenology; Teacher education; Teacher knowledge


Curriculum and Instruction | Elementary Education and Teaching | Junior High, Intermediate, Middle School Education and Teaching

File Format


Degree Grantor

University of Nevada, Las Vegas




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