The purpose of this study was to explore the relationship between elements of
teacher collaboration and teachers’ level of knowledge, level of implementation, and
level of confidence related to CCSS for Literacy in History/Social Studies, Science, and
Technical Subject Areas in grades 6-12. The study included an extensive literature that
included an introduction, pertinent literature, and research regarding literacy in the 21st
century, CCSS, cross curriculum, teacher collaboration, the role of leadership, and the
theoretical framework. The study also included the methodology, research results, the
conclusions, recommendations for policymakers and practitioners, and recommendations
for further research.
It was discovered through this study that there is a statistically significant
relationship between the elements of teacher collaboration and a teacher’s level of
implementation and confidence of the reading standards for literacy via CCSS; however,
there was not a significant relationship between elements of teacher collaboration and
teacher knowledge of reading standards for literacy via CCSS. The data also revealed
that generally, history/social studies teachers have more knowledge in the CCSS for
Literacy in grades 6-12 compared to science and technical subject area teachers and
history/social studies are significantly better at implementation level and confidence level
than science teachers in the CCSS for Literacy in grades 6-12.
The qualitative data indicated that lack of time, lack of appropriate resources, and
lack of student on-grade-level reading abilities are variables that impede the
implementation of the CCSS for Literacy; however, variables that assist in teachers’
implementation of the CCSS for Literacy are the advantage of collaborating with ELA
teachers or other colleagues and the use of effective resources.