Curriculum and Instruction Dissertations
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Browsing Curriculum and Instruction Dissertations by Subject "Academic achievement"
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Item A Phenomenological Study of Teacher Experiences with the Classroom Physical Environment's Influence on Teaching and Learning(2023) Milan, Maylene ManaoisAlthough the classroom environment is essential to teaching and learning, the classroom’s physical conditions are not a priority at every school. The problem is that school leaders and teachers seldom focus on the physical component’s influence on teaching and learning regarding the teacher’s self-efficacy to establish their classroom physical environment. This phenomenological study explored elementary, middle, and high school teachers’ experiences to understand their perceptions of the classroom physical environment’s influence on teaching and learning in Guam. While literature details the classroom environment’s effects on student learning and achievement, research seldom shares a teacher’s perspective of the classroom physical environment’s influence on the teacher’s practices and student learning. Spatiality theory and SCT guided the study to focus on the teachers’ perceptions and experiences. The study used purposeful sampling to select 18 Guam public elementary, middle, and high school teachers in all grade levels and content areas. Data collected from semi-structured interviews was analyzed through thematic analysis, which identified five themes related to the research questions: classroom preparation, physical environment, teacher efficacy, leadership support, and classroom culture. All participants shared similar beliefs about the classroom physical environment’s influence on teaching and learning; however, their experiences depended on the grade level they teach, the region in Guam they teach, and whether they shared their classroom space with others. The findings filled a gap in the literature and recommended further research to be conducted to explore school administrators’ perceptions.Item 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.Item Best Practices for Gifted Students’ Academic and Social-Emotional Growth: A Case Study(2023) Dotson, MeredithEducators 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.Item Closing Academic Gaps of Students with Disabilities in Middle School General Education Settings: A Qualitative Case Study of Teachers in Rural Georgia(2024-03-19) Anderson, ShelleySignificant academic gaps have existed between students with disabilities (SWDs) and nondisabled peers served in general education settings. The problem was students with disabilities served in general education settings were not showing progress in closing academic gaps at a rate consistent with nondisabled peers, and the purpose of this qualitative case study was to explore teachers’ perceptions concerning effectiveness of current instructional practices relative to the achievements of students with disabilities in closing academic gaps in middle school general education settings. A middle school in Northwest Georgia was the site utilized, and the research was based on a theoretical framework centered around constructivist theory and universal design for learning. Using purposeful sampling, 17 participants consisting of both special and general educators, were recruited. The research questions focused on practices employed in general education classrooms for SWDs, what teachers perceived as effective for academic growth, and teacher perceptions of why SWDs served in general education settings fail to close academic gaps at a rate consistent with nondisabled peers. Participants completed open-ended questionnaires and semi-structured interviews. Data was collected, transcribed, coded, and analyzed to determine emerging patterns. This study explored current instructional practices, strategies, and PD needs to potentially assist in closing existing academic gaps experienced by SWDs served in general education settings. Findings suggested differentiated instruction, concept remediation, and individualized strategies were necessary for academic success. Other practices were viewed as important for addressing the diverse needs of SWDs including structured learning environments and appropriate training for staff.Item Dual Language Immersion: A Quantitative Study to Examine Academic Achievement Differences between Elementary English Learners and Native English Students(2024-03) Stuart, AlissaWhile America is becoming increasingly diverse, educational stakeholders seek programs that address varied language and cultural needs, which is reflected by the growing popularity of dual language immersion (DLI) programs in recent decades. The problem is an extensively persistent academic achievement gap between students with native English and non-English backgrounds exists in elementary schools in the United States. DLI aims to facilitate students’ acquisition of two languages and ultimately close the achievement gap between native English and English learner (EL) subgroups. While studies have concluded that DLI pupils academically outperform peers in traditional monolingual programs, existing research fails to establish whether DLI eliminates the language-based achievement gap. The purpose of this quantitative study was to determine whether the academic performance gap between EL and English-only (EO) subgroups persists in the DLI program within an elementary school in California. Grounded in usage-based theory, which claims children acquire language through repeated exposure and practice, this study contributes to the current understanding surrounding the need for authentic experiential language learning, while also filling the gap related to academic performance disparities between language-based subgroups in DLI programs. The target population included DLI students in Grades 3 and 4 (N = 91). The two sample t-test was applied to a non-randomized sampling (n = 80) to evaluate archival English language arts (ELA) and mathematics academic performance records, which found a statistically significant difference between Grade 4 EL and EO ELA performance. Implications for program refinement and a call for future research are discussed.Item The Effects of Social and Emotional Curriculum in the Homeschool Environment: A Qualitative Case Study(2024) Hopkins, Melissa M.Social and emotional learning (SEL) has many benefits to students, and previous studies have focused on public and private, in-person learning environments. The homeschool environment has not been studied to determine the benefits of SEL, including increased academic outcomes. The problem was the poor student academic achievement due to the decline in learning in TK-12 homeschool settings heightened by COVID-19 shutdowns. The purpose of this qualitative case study was to investigate the effect of the addition of social and emotional learning curriculum in the TK-12 homeschool environment on student core curriculum achievement. The research was led by the invest-and-accrue model of conscientious theory and the social-emotional development theory. The first research question focused on the parents’ perceptions of students’ academic achievement after the inclusion of SEL lessons. The second focused on the reason for the changes in academic outcomes after the addition of SEL lessons. A total of 15 parents, chosen out of convenience, were interviewed on their perceptions of changes in academic outcomes and personal perspective on noticeable changes with the addition of SEL. Interviews were recorded for accuracy and transcribed to identify common themes found within the results. Data were collected, interpreted, ideas defined and coded based upon themes, and represented. Increased personal motivation and interpersonal skills were identified during the research process. Implementation of SEL lessons should begin at all levels of education and should be required by policymakers and school administrators.