English Literacy Instruction in the Early Elementary Years: An Ecological Grounded Theory of Teacher Decision Making in American Jewish Day Schools

Jewish Day Schools are mission-driven institutions tasked with providing both secular and Judaic education, ensuring the survival of Jewish faith and culture while teaching general academic subjects. Teachers in these schools face the challenge of balancing the need to foster Jewish culture with the requirement to provide a complete secular education, including foundational literacy skills in English for early elementary students. With limited time dedicated to general studies, teachers must make complex decisions about curriculum priorities. This grounded theory study explored how general studies teachers in early elementary grades (kindergarten through third grade) at American Jewish Day Schools decide on strategies for teaching English literacy. The study used semi-structured interviews with teachers and constant comparative analysis of the data, which led to the development of The Interactive Bioecological Decision-Making Model. This grounded theory includes five stages: defaulting to the SELF, acquiring and assimilating the WHAT, acquiring and assimilating the HOW, meeting the needs of students, and the Ultimate WHY, along with limitations, challenges, and mandates. The study suggests that educators and administrators should develop a more intentional and comprehensive literacy curriculum that equips students with essential reading, writing, speaking, and listening skills. Such an approach will support students’ identity development and academic success and help Jewish Day Schools attract and retain a more substantial student body, ensuring their long-term viability.