Department of Teaching and Learning

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Baby Boomer Perceptions and Experiences of Instructional Technology: A Descriptive Phenomenological Study
(2021) Mangione, Brianne J.
Previous research on the implementation of instructional technologies has been conducted at the elementary, secondary, and college levels. Scholars have categorized college-age students as traditional or non-traditional, with the differentiation occurring at age 25. Little research has been done on specific populations of college students, particularly baby boomer community college students. As colleges serve a wide demographic of students, understanding the baby boomer generation’s experiences with and perceptions of instructional technology is important. The purpose of the descriptive phenomenological qualitative study was to explore baby boomer students’ perceptions of and experiences with instructional technology in college courses and classroom engagement. Both the cognitive theory of multimedia learning and technology acceptance model were used to guide the study. The sample size consisted of 18 baby boomer community college students enrolled at the chosen community college and who had no relationship with other individuals involved in the research. Semistructured interviews, which were video and audio recorded using Zoom software, were used to gather information from the participants. Interviews were transcribed, and a copy of the transcript was sent to each associated participant as part of a member-checking process. Data results indicated many adult students who are older have positive perceptions of instructional technology but desire a balance between technological teaching methods and traditional teaching methods. Such findings may provide information to college professionals on how to better engage an older demographic of students and promote future research on the topic. Keywords: baby boomers, community college, instructional technology, phenomenological, qualitative
Examining English Learner Supports During the Pandemic Era: A Causal Comparative Study
(2022) Wright, Kristina
Marginalized students require support for equitable learning opportunities. The problem was the abrupt transition from in-person to online learning in the 2020 pandemic era presented challenges for educators to implement supports, such as the communicative approach and social-emotional learning, necessary for English learner (EL) success. Although qualitative research has explored EL challenges during online learning, additional quantitative research was needed to examine program success. A theoretical framework was used to examine language learning approaches, social-emotional learning, ELs, and online learning during the 2020 pandemic era. The purpose of this causal-comparative quantitative study was to test for statistically significant differences in Florida public school districts’ EL ACCESS test scores between the treatment and control groups from 2019 to 2020 after treatment groups received implementation of communicative approach-aligned instruction and social-emotional learning programs during the 2020 pandemic era. A mixed analysis of variance test was used to analyze 2019 and 2020 EL ACCESS test scores in Florida. Each district was categorized into control or treatment groups based on a clustering sampling method of district variable implementations. Three research questions guided the examination of the effects of the communicative approach, social-emotional learning, and both approaches applied together as independent variables. Analyses revealed no statistical significance of programs on EL test scores. Recommendations include future research efforts with a larger scale and post-online learning scores and evaluation criteria for Florida schools’ instructional initiatives. Keywords: English learners, pandemic, communicative approach, social-emotional learning
Perceptions of Mental Preparedness in Emergency Medical Services Students: A Qualitative Study
(2022) Dietsche, Nicole
Emergency medical services (EMS) professionals in the United States lack the resources, education, and support systems needed for effective management of the occupation’s chronic traumatic stressors, which has resulted in a mental health crisis. The purpose of this basic qualitative study was to investigate EMS professionals’ opinions and thoughts about mental readiness to manage occupational stressors after receiving training per the existing curricula in EMS educational programs in the eastern United States. The research fills the gap in the literature by better understanding EMS professionals’ opinions and thoughts about mental readiness to manage occupational stressors. Information processing theory and the wounded healer concept provided the theoretical framework for the study. The research questions guiding the study related to EMS professionals’ descriptions of, and opinions about, the value of mental preparedness training to manage occupational stress. A purposive sample of 20 participants from EMS training programs in the eastern United States participated in one-on-one semistructured interviews. Qualitative narrative analysis was used to identify common themes. Participants were unable to describe mental preparedness curricula adequately and noted a lack of specific training regarding the protection of personal mental health. Participants’ reliance on external and preexisting stress management skills emphasized the shortcomings of the curricula and training. Recommendations for future research include identifying the most effective mental preparedness training for EMS professionals throughout an individual’s career. Results of the study are intended to guide meaningful improvements to EMS curricula to support mental preparedness and promote positive social change by mitigating the psychological burden of EMS professionals. Keywords: emergency medical services, mental preparedness, occupational stress, resilience
A Descriptive Study of Online Perceptions for Community College Students
(2022) Gorman, Laurie
The problem was more than one-third of college students feel disengaged and demotivated learning online during extreme or unforeseen circumstances, resulting in low academic performance. The purpose of the qualitative descriptive study was to explore students’ perceptions about experiences of motivation, engagement, and learning outcomes when studying online under extreme or unforeseen circumstances at a large suburban community college on Long Island, New York. The study attempted to fill the gaps in the literature by examining how digital technology can be used to motivate and engage students at higher education institutions in the United States. Constructivism and behaviorism learning theories were the theoretical frameworks for the study. The research questions examined students’ feelings about the online learning environment and perceptions of motivation and engagement. The data were collected using semi-structured interviews containing six open-ended questions from 15 higher education students out of 950 students who responded to the participant recruitment invitation. The selection criteria were convenience sampling. Thematic analysis was used to find patterns, connections, relationships, and meanings in the data. Results from the study confirmed remote learning was more convenient. The interaction between the course instructor and the students along with the use of instructional-based digital technology has enhanced online performance, motivation, and engagement. Recommendations are to provide professional development opportunities focusing on technology to enhance the learning environment for students. Keywords: educator, behaviorism learning theory, motivation, engagement, perception, 21st-century skills theory, constructivism, digital divide, and digital literacy.
A Qualitative Phenomenological Study of Educator Perspectives on Full Inclusive Teaching Environments
(2022) Yates-Bledsoe, Cheryl
The problem was general education classroom educators in a rural northeast Ohio school district did not identify as prepared to provide effective instruction to learners of wide-ranging academic and physical abilities in inclusive classroom. Study significance was evident in organizational shifts benefiting inclusive model educators and students. Stakeholders may benefit from research findings, with positive impact on inclusive models. Literature gaps existed regarding teacher training and need identification supporting inclusive students. Transformational leadership and social constructivist theories provided the theoretical framework for the study. Key research questions prompted seeking lived experience of inclusive educators, documentation of the experience, instructional strategies, and administrative elements supporting teachers. The purpose of the study was to understand how general education teachers perceived preparation to provide effective instruction in inclusive classrooms. In this hermeneutic phenomenological study, data were collected using semistructured interviews from 15 K-12 general education teachers in inclusive classrooms at the site, excluding intervention specialists. Data collection included professional development transcript analysis, demographic inquiry, and semistructured interviews utilizing a researcher-created instrument, with thematic analysis model examination of data. Transcriptions were member-checked by participants. Multiple data encounters established familiarity, initiating coding for theme identification and labeling. Latent expression and patterns were evaluated to saturation, and codes collapsed for interpretation related to research questions. Key results yielded insufficient training and ineffective application of least restrictive environment (LRE). Co-teaching models were identified as ineffective resulting in failed authentic differentiation and tiered instruction. Recommendations included time for professional development and increasing opportunities for co-planning and cooperative teaching. Keywords: IDEA, ESSA, inclusive teaching, inclusive classrooms, inclusive efficacy, student outcome inclusion, characteristics of learners with disabilities, teacher preparedness for inclusion, social learning theory, social constructivism, transformational leadership
A Causal-Comparative Study of Cell Phone Policies and Students’ Test Performance
(2022-08-22) Akintounde, Abimbola
Regulating the distractions that the indiscriminate use of cell phones in classrooms poses has become a challenge for K–12 schools. The problem is that no specific cell phone use policy has guaranteed the attainment of higher learning outcomes among young adolescents. As cell phone distractions in secondary classrooms become a ubiquitous problem, this study is essential due to the lack of convergence in empirical evidence for validating the effects of cell phone regulation on students’ mathematics achievement. The purpose of this causal-comparative quantitative study was to test for statistically significant differences between the 2018-19 Smarter Balanced 10th-grade aggregate math test scores of selected high schools in Washington State based on their implementation of prohibitive versus permissive cell phone use policies. Self-determination and constructivist learning theories served as the theoretical framework for this study. Sixty-five public high schools were selected based on strict inclusion criteria. One research question was posed to test for significant differences among schools’ aggregate math scores based on pre–COVID-19 cell phone use policies. Data were analyzed with SPSS, using an independent t-test. There was not enough evidence to suggest that a statistically significant difference existed between the math scores achieved at cell phone permissive (M=56.83, SD=12.96) versus prohibiting (M=56.88, SD=10.88) schools. Educators were challenged to devise strategies for channeling cell phones toward instructional use. Further research on a larger scale across diverse demographics was recommended.
Integrated Science, Technology, Engineering and Mathematics Curriculum and Teacher Efficacy: A Qualitative Study
(2022-12-05) Morgan, Sophia N.
The problem is the lack of an explicit curriculum to support teacher efficacy in providing science, technology, engineering, and math (STEM) instruction. The need for teacher efficacy is especially salient when providing STEM instruction because STEM education remains largely undefined and sometimes lacks clear standards. This study sought to explore and understand: (a) the support teachers need from the curriculum to become efficacious in providing STEM learning experiences; (b) the role of an integrated STEM curriculum to support teacher efficacy at an international school; and (c) the responsibility of school leaders, including curriculum writers and principals, to support teacher efficacy when using an integrated STEM curriculum for instruction. Although much of the existing literature has emphasized a need for efficacious teachers in the classroom, the role of an integrated STEM curriculum in supporting teacher efficacy development is unknown. The conceptual framework developed by Kelley and Knowles, in conjunction with Bandura’s self-efficacy theory, served as the theoretical framework for the study. This study used interviews and field notes to gather data from a convenient sample of 11 teachers and six school administrators who volunteered to participate in the integrated STEM initiative at the research site. An emergent methodology was used to analyze the data to understand the experiences and the meanings teachers and administrators attributed to teaching with an integrated curriculum. The findings confirmed an integrated STEM curriculum is essential in developing teacher efficacy for teaching students STEM skills. The curriculum provided a common language for teachers and school administrators and supported teachers’ comfort with STEM instruction. Keywords: teacher efficacy, explicit curriculum, integrated STEM, localized curriculum, Sphero
A Qualitative Study on the Academic Perspectives of Military Families
(2022-12-18) Espinoza, Valarie R.
The purpose of the basic qualitative study was to understand the perspectives of military service members regarding their children’s academic challenges and the support currently provided at military-connected schools. The study aimed to fill the knowledge gap to better prepare stakeholders to support military families during their transitions. The problem was the academic roadblocks students of military service members faced when they moved from one duty station to another. The research study revealed military service members’ perspectives about the academic challenges their children experienced when transitioning from one military installation to another. The study also revealed what military service members perceived about their child’s academic support in school. Data collection involved observable, verifiable, and confirmable evidence to supporting the research questions. Interviews and surveys were used in the study. The participants included 15 military service members, their spouses, and veterans. The following themes emerged from the data analysis: lack of support given to military families, career and family security, minimal support for students with disabilities during relocations, the need for improved communication and consistency, and resiliency and support. Recommendations for further research can be expanded in the following ways: seeking the perspectives of educators, administrators, school district superintendents, and government personnel involved in the policy-making that supports military families.
A Case Study: Factors Influencing Rural School K–12 Students’ Academic Achievement
(2023) Flynn, Vanetta
Academic performance is a concern for many countries because outstanding academic success demonstrates a student’s overall intelligence. The problem was that rural K–12 schoolteachers feel students faced factors influencing academic achievement on summative assessments. The No Child Left Behind and Every Student Succeeds Act attempted to close the achievement gap between children of different ethnicities. Lower socioeconomic students lagged behind their peers on state assessments. Scant literature revealed limited research on the needs of rural schools compared to other populations. The purpose of this qualitative exploratory case study was to explore factors influencing rural school K–12 students’ academic performance and success. The research was conducted in a rural school district utilizing 15 teacher participants in Northeastern North Carolina. Purposive sampling was used to select teacher participants of different ethnicities and genders from multiple grade levels with at least three years of teaching experience. An exploratory case study design explored various factors affecting and contributing to K–12 students’ academic achievement. The theoretical framework of the research study was grounded on Walberg’s theory of educational productivity and the social constructivism theory. Data collection instruments included semi-structured interviews, questionnaires, and focus groups. Data analysis procedures comprised transcribing data, segmenting and categorizing transcriptions, creating codes, and identifying key themes. Effective education in rural school districts is impeded by various factors, including high teacher turnover rate, socioeconomic status, and inadequate state financing. The findings will empower rural school administrators and educators with the skills and knowledge to improve students’ academic performance on summative assessments. Keywords: academic achievement, rural schools, poverty, socioeconomic status
Theatre Arts and Financial Literacy: A Case Study of Arts Integration
(2023) Fellers, Adam Douglas
Financial literacy is crucial for success in the US, enabling informed decisions aligned with individual needs and wants. The problem was that many students lacked understanding and skills due to limited meaningful instruction. Research shows teachers lacked the ability to teach financial literacy, exacerbated by limited professional development. The purpose of this study was to examine how 15 teachers perceived a form of financial literacy instruction that integrates theatre arts instructional practices into the elementary math classroom after completing a 3-hour arts integration professional development. Drawing from Bloom's taxonomy and Gardner's theories, the study combines arts, sciences, and spirituality to advance classroom knowledge, practices, and skills. This study investigated how educators, functioning as leaders and scholar-practitioners, could use arts integration as an active, experiential, and holistic pedagogical strategy that can unleash student potential. Drama and financial literacy integration revealed benefits, enhancing engagement and skill development despite drawbacks. Teachers found that the arts integrative approach could facilitate cumulative knowledge-building processes, better learning outcomes, and foster creativity, critical thinking, and collaboration among most students. Educators stressed planning, execution, expert involvement, professional development, and support for effective classroom management. Implications extend to policymakers, universities, and school districts to enhance financial literacy education. The findings underscore the need for comprehensive research, organization, and implementation when integrating arts into financial literacy instruction.
Investigating the Potential Benefits of Standards-Based Grading Practices at Urban Secondary Schools in Southern Utah: A Qualitative Study
(2023) Larsen, April
Letter grades are often inflated or lowered based on non-learning aspects, and students tend to focus on earning a particular grade rather than on mastering academic content and skills. The problem is that the letter grade method that has been used for many decades in education may not be the best way to determine or report student achievement. Gaps in the literature exist regarding comparisons between letter grades and standards-based grades in terms of increasing student achievement and reporting student learning. The purpose of this basic qualitative study was to determine whether one grading method is more effective than the other in promoting student achievement and reporting student learning to stakeholders in southern Utah. Social-cognitive and motivational learning theories provided the theoretical framework for this study. Key research questions focused on the perceptions and experiences of school administrators, teachers, and parents of students who have experienced both grading methods regarding their advantages and disadvantages in fostering student achievement and reporting that achievement. Data were collected using email questionnaires and telephone or in-person interviews with four parents and 12 educators from two secondary education schools selected by a criteria-based sample of convenience. Data collection occurred through triangulation and strict adherence to bracketing practices. Braun and Clarke’s thematic analysis model was used to analyze the data. Findings suggest standards-based grading makes students partners in their learning and may increase academic achievement. Recommendations encourage district leaders to consider and properly implement standards-based grading practices to foster student achievement and accurately report student learning.
A Quantitative Correlational Study of English/Language Arts Delivery Methods and Student College Readiness
(2023) Wheeler, Meagan
There was a significant decrease in the college preparedness of South Carolina students in the area of English/Language Arts. The problem was a direct correlation between student success in English/Language Arts and success in college. Further research was required to fill the gap in the literature concerning the college readiness of students in relation to the learning environment of participation. The purpose of this quantitative correlational study was to explore the relationships between instructional delivery methods of English/Language Arts courses in traditional and online learning environments and the readiness of students to attend college in South Carolina. Bronfenbrenner’s biological systems theory guided the questions and hypotheses presented in the research. A quantitative correlational study using Spearman’s Ranking was conducted to determine, according to the research questions, whether a significant relationship exists between online and traditional learning environments and college readiness, as identified through English/Language Arts ACT scores, graduation rate, and successful competition of dual enrollment courses. Fifty-five schools were chosen based on the selection criterion of online or traditional learning. Archival data was gathered for correlational analysis from the South Carolina Department of Education and SC School Report Card. The study provided evidence of relationships between the learning environment and college readiness, supporting effective online learning strategies to increase student outcomes. Further recommendations included the investment into hybrid learning models.
Rural Illinois Teacher Perceptions of the Illinois Culturally Responsive Teaching and Leading Standards: A Basic Qualitative Study
(2023) Johnson, Traci
Research supports the use of culturally responsive education (CRE) strategies to improve student learning outcomes. The Illinois State Board of Education (2020) published the Culturally Responsive Teaching and Leading Standards (CRTL) mandating all preservice teacher programs implement the standards by 2025. However, there is no mandate for in-service teachers. The problem is a lack of professional development concerning the Illinois CRTL Standards for rural Illinois teachers, which serves as a barrier for implementation of teaching practices with the potential to improve student learning outcomes for all students. There is a gap in research on effective CRE professional development for rural educators. The purpose of this basic qualitative study was to identify the perceptions of rural Illinois teachers regarding the Illinois CRTL Standards and to suggest strategies for creating CRE professional development. The social identity and self-efficacy theories formed the theoretical framework for the study. The research questions addressed the perceived benefits, challenges, and needs of rural Illinois educators regarding the CRTL standards. This basic qualitative study used a questionnaire and a follow-up to collect data from 15 in-service rural Illinois educators, selected by convenience sampling, who had not participated in a preservice program on the CRTL standards. A thematic analysis of the data was conducted. Findings revealed positive academic outcomes as perceived benefits, outside barriers and teacher bias as challenges, and administrator support and professional development as perceived needs. Recommendations to improve CRE professional development and change the CRTL were provided.
Best Practices for Gifted Students’ Academic and Social-Emotional Growth: A Case Study
(2023) Dotson, Meredith
Educators should be aware of efficient instructional strategies for students labeled as gifted to influence academic achievement and social-emotional growth positively. The problem was that a gap existed between achievement and the academic and social-emotional abilities of elementary students labeled as gifted. The purpose of this study was to understand teachers’ perceptions of instructional practices used in the classroom to advance the academic and social-emotional performance of elementary-aged students labeled as gifted in a Northern Georgia school district. The conceptual framework guiding the study encompassed Howard Gardner’s theory of multiple intelligences and Joseph Renzulli’s three-ring conception of giftedness theory. Research questions aided in discovering teachers’ perceptions and effective differentiated instruction for gifted students for academic achievement, social-emotional growth, and how the practices affect each to determine the best instructional strategies to improve learning experiences. The study used a descriptive case study design, using 15 elementary educators of the gifted population in a Northern Georgia school district who obtained the gifted endorsement. Open-ended questionnaires and interviews were used for data collection, transcribed, and coded, generating six themes from data analysis. Findings indicated more awareness of academic and less social-emotional strategies, suggesting one reason for the gap between academic achievement and ability. This study supported the exploration of the uses of differentiation of instructional strategies in classrooms and teacher awareness of social-emotional needs to enhance learning in gifted students. The study’s results may provide information to educators on how to help close the gap between academic achievement and ability.
A Phenomenological Study of Teachers’ Understanding and Development of Culturally Responsive Classroom Management
(2023) Schnormeier, Angela
The problem is new teachers often lack the support and training in culturally responsive classroom management (CRCM) during the induction period of their careers. A literature gap exists in how new teachers understand the phenomenon of CRCM and how CRCM is developed in the first few years of teaching. Kolb’s 1984 experiential learning theory provides a framework for how new teachers perceive and develop CRCM through various experiences. The purpose of the qualitative phenomenological study was to investigate perceptions and development of CRCM strategies of new teachers with less than 5 years of experience in urban high schools in a large city in Ohio. The study explored new teachers’ understanding of CRCM, new teachers’ lived experiences in developing CRCM, and the supports new teachers feel are most beneficial in developing CRCM. Teachers were selected based on the following criteria: (a) full-time teacher with under 5 years of teaching experience and (b) employment in one of four select schools with high populations of African American and economically disadvantaged students. Questionnaires, interviews, and journaling were used to collect data on new teachers’ perceptions and lived experiences. All data were analyzed and coded for themes through QDA Miner Lite software. Results of the study indicated new teachers had a deep understanding of CRCM. Many teachers reported numerous methods used to develop their CRCM strategies, also noting they needed to seek out additional resources on their own due to a lack of support from their schools and teacher preparation programs. Unofficial mentoring was classified as the most beneficial support in developing CRCM skills.
A Qualitative Study Exploring Female College Students’ Perceptions of Science Technology Engineering and Mathematics Instruction
(2023) Berry, Cheryl
Female students are underrepresented in undergraduate science, technology, engineering, and mathematics (STEM) academic courses. The problem is a lack of understanding of how female college students' perceptions of course climate and instruction affect their representation in STEM courses. A gap in the literature exists related to how female college students may ascribe academic performance and self-efficacy in STEM courses differently depending on faculty gender. The purpose of this basic qualitative research study is to understand how female college students' perceptions of course climate and instruction affect their representation in STEM courses. Self-determination theory and self-efficacy theory served as theoretical frameworks for this research. Research questions explore the effect of faculty instructional practices on female STEM students' self-efficacy, academic performance, and perceptions of instruction based on faculty gender. A purposively selected sample (n =18) out of the average yearly enrollment of the total population (N =200) of female first- or second-year students in STEM major courses was used in this basic qualitative study. Data collection was conducted using a focus group protocol instrument, a structured interview protocol instrument, and a questionnaire. Thematic data analysis identified emergent patterns in participant experiences. Results revealed participants perceived self-efficacy and academic performance as inseparable and dependent upon an active learning inclusive course environment. Female faculty had a positive effect on female STEM student self-efficacy. Recommendations include a diffusion model using 21st-century teaching pedagogy change agents and female STEM faculty in campus leadership roles.
Professional Development for Teachers in Multiple Means of Representation to Improve Reading: A Basic Qualitative Study
(2023) Seth, Kim
Struggling readers in intermediate grades need core instruction with access to grade-level content to improve reading comprehension. Intermediate teachers need professional development in multiple means of representation to provide students with access to content to master the standards. The problem was the perceptions of teacher trainers in the effectiveness of universal design for learning (UDL) professional development, specifically multiple means of representation, is unknown in assisting struggling readers (Evmenova, 2018). There is a literature gap in using UDL to improve students' reading outcomes during core instruction. The purpose of this basic qualitative study was to understand perceptions on the effectiveness of UDL, specifically multiple means of representation when working with struggling readers. Through a social constructivism theoretical framework, teacher trainers’ new knowledge of UDL’s multiple means of representation and reading outcomes was explored. Teacher trainers' descriptions of multiple means of representation related to reading instruction were determined, and perceptions of providing the principle during core reading instruction to struggling readers were explored. Participants were 15 teacher trainers providing professional development to classroom teachers in Grades 3-5, teaching struggling readers. Questionnaire data were collected and analyzed through open-ended questions in Google Forms, in which five themes emerged. Results indicated classroom teachers taking the course would improve access to struggling readers during Tier 1 instruction, improving reading outcomes. Recommendations advised increased collaborative asynchronous online courses on UDL with coaching would build framework capacity.
Novice Georgia Middle School Teachers’ Preparation to Teach Reading: An Instrumental Case Study
(2023) Fox, Erica
Middle school teachers may not be adequately prepared to teach struggling readers. Reading assessments in Georgia demonstrate that fewer than half of middle school students read on grade level. Research exists regarding elementary teachers’ preparedness to teach reading and the impact of utilizing the science of reading, while a gap in research exists at the middle school level. The purpose of this instrumental case study was to gain an in-depth understanding of novice Georgia middle school English language arts and reading teachers’ perceptions about their preparedness to teach struggling readers based on the science of reading. The Simple View of Reading and the National Reading Panel’s five areas of reading instruction provided the framework for this study. The research questions addressed novice middle school English language arts and reading teachers’ experiences in preservice middle grades certification programs in Georgia, including what universities currently implement or could improve to support teaching struggling readers. The instrumental case study utilized interviews and reflective field notes to collect data from 10 purposively selected participants from the target population of novice Georgia middle school reading or English language arts teachers who graduated from Georgia middle grades certification programs. Methodology course syllabi were collected from Georgia middle grades programs. Data from interviews, reflective field notes, and course syllabi were coded, member checked, and analyzed using thematic analysis techniques. Data analysis revealed four main themes. Findings might benefit middle grades professors and policymakers developing guidelines and courses for middle grades preservice reading and English language arts teachers.
Case Study of Teacher Experiences and Perceptions with Elementary 21st Century Learning
(2023) Paris, Melissa Sauls
Shifts in pedagogy and instructional practice to meet the needs of 21st century learners require developing critical skills that begin in kindergarten. The problem is that teacher experiences and perceptions of the elementary implementation of 21st century learning skills have not been explored in many regions of the United States. Knowledge gained through the exploration of social interaction and cognitive development could benefit educators, students, the business community, and society. The purpose of the qualitative case study was to explore the teachers’ experiences and perceptions of implementing 21st century learning skills. A gap exists in the literature focused on elementary education during this time. Bloom’s (1956) theory of cognitive development and Vygotsky’s (1934) sociocultural theory of cognitive development will provide the theoretical lens and serve as the theoretical framework of this study. Research questions were structured to gather information on teachers’ experiences and perceptions of social interaction and cognitive development in implementing the 21st century learning skills of creativity, critical thinking, communication, and collaboration. Approximately 19 kindergarten through fifth-grade teachers in a single North Georgia elementary school was the population of the study. Criteria for participation required participants that have been teaching for a minimum of one full year in their current school. Data collected through an open-ended questionnaire, one-on-one interviews, and focus groups were analyzed using thematic analysis. The findings of the study can be used to inform next steps to ensure teachers have the support and resources needed to be successful. Keywords: 21st century skills, cognitive development, elementary education, implementation, learning, teacher experiences, teacher perceptions, teaching
Exploring the Lived Experiences of Teachers Implementing or Preparing to Implement Artificial Intelligence at K-12 Schools in the United States: A Qualitative Phenomenological Study
(2023) McGee, Nneka J.
Innovations in educational technology have resulted in a proliferation of applications powered by artificial intelligence (AI). The problem was K–12 teachers lacked sufficient experience and professional development opportunities to implement artificial intelligence in classroom environments effectively in the United States. The purpose of this qualitative phenomenological study was to explore K–12 teachers’ lived experiences related to implementing or preparing to implement artificial intelligence and the professional development needed for implementation. A gap in the literature exists regarding the impact of AI implementation in K–12 learning environments on Generation Alpha and related teacher professional development. Research questions were studied through the alignment of stages of concern from the concerns-based adoption model and the lens of constructivism. Teachers’ lived experiences with implementing or preparing to implement AI in K–12 learning environments and professional development opportunities were explored. Fifteen teachers working in the United States were recruited through a private social media group and postings. After completing an online questionnaire, participants responded to open-ended questions through a Google Form or during interviews. Data were transcribed and coded using a data analysis spiral approach. Resulting themes were analyzed to determine connections among participants’ lived experiences. Findings revealed that participants used AI-powered tools to save time on tasks. Participants experienced increased student engagement when AI was incorporated into learning environments. Professional development was limited and often self-initiated. Recommendations included districts investing in professional development and resources that promote responsible AI implementation. Reviewing and modifying policies to address AI were also recommended.

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