Date Approved

8-14-2026

Graduate Degree Type

Project

Degree Name

Education-Literacy Studies: TESOL (M.Ed.)

Degree Program

College of Education

First Advisor

Lindsay Stoetzel

Academic Year

2025/2026

Abstract

Student engagement and motivation are essential components of literacy development and academic achievement in elementary classrooms. However, research indicates that many elementary students are becoming disengaged due to a variety of factors, including increased technology use, decreased motivation, limited family involvement, and fewer opportunities for meaningful interactions around literacy. This masters project is grounded in research that examines the importance of fostering engagement and motivation in elementary literacy and synthesizes current research on the instructional practices that promote positive reading experiences. The literature highlights the influence of supportive classroom environments, teacher-student relationships, collaborative learning, purposeful technology integration, and storing family-school partnerships in developing engaged and motivated readers. In response to the research, this project proposes a six session professional development series designed to equip elementary teachers with evidence-based strategies for increasing student engagement and motivation during instruction. These sessions focus on understanding student engagement, creating supportive classroom environments, strengthening social interactions, integrating technology intentionally, building meaningful relationships, and designing engaging literacy lessons that incorporate these practices. The series offers teacher reflection, goal setting, collaboration, and ongoing evaluation embedded throughout. By providing teachers with practical, research-based strategies, this project aims to support the development of engaging literacy environments that foster students’ motivation, participation, and long-term reading success.

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