Date of Award

2026

Type

Dissertation

Major

Doctor of Education

Degree Type

Doctor of Education In Curriculum and Leadership (Curriculum and Instruction)

Department

Teacher Education

First Advisor

Dr. Jessica Banks

Second Advisor

Dr. Parul Acharya

Third Advisor

Dr. Jennifer VanSlander

Abstract

This study examined the implementation of Thinking Maps® as a literacy instructional intervention for students in grades four and five. Using an explanatory sequential mixed-methods design, the study investigated the effect of Thinking Maps® on student achievement, changes in students’ literacy-related work products, and teachers’ perceptions of the strategy. The study was conducted at a rural Title I elementary school in the southeastern United States and included nine teachers and 150 students across English language arts, mathematics, science, and social studies during an eight-week intervention period. Quantitative data included unit pretest and posttest scores from standards-aligned assessments and teacher perception surveys. Qualitative data included rubric-scored student Thinking Maps® artifacts and semi-structured teacher interviews. Quantitative results indicated statistically significant gains in student achievement across grade levels and content areas, with large effect sizes observed in most comparisons. Qualitative findings revealed improvements in students’ comprehension, organization, and synthesis of information, as well as increased student engagement and metacognitive awareness. Teachers reported increased confidence, instructional clarity, and consistency in literacy instruction over time. Integrated findings suggest that Thinking Maps® supported both measurable literacy outcomes and equitable instructional practices. The results indicate that structured Thinking Maps®, when supported through sustained professional learning, may serve as an effective literacy intervention for diverse learners in the middle grades.

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