Semester of Graduation
Fall 2025
Degree Type
Dissertation
Degree Name
Doctorate in Secondary and Middle Grades Education
Department
Education
Committee Chair/First Advisor
Belinda Edwards
Second Advisor
Guichun Zong
Third Advisor
Binyao Zheng
Abstract
This study has been designed as a case study to examine teachers’ perceptions of document-based strategies when combined with primary sources as pedagogical tools. The participants were ninth grade civics teachers. Semi-structured interviews, focused observations, and artifact collection were the sources of collected data. As the researcher, my constructivism guided this study through the lens of Albert Bandura’s social cognitive theory (SCT). Therefore, the participants’ perception will be interpreted through SCT concepts such as personal influences, behavioral influences, and environmental influences. Findings show a handful of disciplinary literacy strategies that occurred most often across all participants. Teachers valued an emphasis on prior knowledge, understanding terminology, and reasoning skills. These strategies were of particular interest when students were engaged with primary sources. Findings also revealed the impact that obstacles had on teachers’ strategy preferences. Findings suggest the most influential obstacles include pacing and student writing skills. When teaching primary sources in a civics class, participating teachers saw particular disciplinary literacy strategies as the most effective while under the pressure of these obstacles.