An ethnographic case study of literacy and science integration in rural Appalachia

The purpose of this study was to describe how teachers experienced integrated teaching of science and literacy in primary grade classrooms located in a rural Appalachian context. Thus, criterion-based selection and purposive sample size for ethnographic case study design methodology guided the work. It was focused on capturing the detail of two specific teaching instances that were impacted by socio-political and cultural forces. The sampling design yielded data from interviews, observations, and photos. Guided by a socio-cognitive interactive model the data sources were inductively coded for overlapping patterns, categories, and themes. The resulting thematic analysis included, continual shifts occur between teacher autonomy and state-guided curricula through intersections and misalignments; and place-based culture permeates teacher interpretation and enactment of integration. Findings suggested state-directed curricula impacted teaching practice. Additionally, place-based culture was intertwined with integrative instruction through teachers and students' funds of knowledge about science relative to place and space.