Curriculum and Instruction Dissertations
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Item A Case Study: Factors Influencing Rural School K–12 Students’ Academic Achievement(2023) Flynn, VanettaAcademic 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 statusItem A Case Study: Middle School Teachers Describe the Experience of Disruptive Behavior in Classrooms(2024) Stahler, JamieDiscipline is a concern for numerous schools; teachers continuously look for ways to create a positive environment. The problem was how disruptive classroom behavior negatively affects the learning environment. The purpose of the qualitative case study was to explore how middle school teachers experienced disruptive behavior in the classroom and how they described the perceived effects of disruptive behavior. A gap in research literature included middle school teachers’ views on classroom behavior, particularly within the past few years. The theory of planned behavior provided the theoretical framework for the research. Two research questions included how middle school educators described the experience of disruptive behavior in the classroom and how middle school teachers described the effects of disruptive behavior in a middle school classroom. The case study research design described the experience of behaviors interrupting the learning environment. The target population was 106 sixth, seventh, and eighth grade middle school teachers. The purposeful sampling size included 226th to 8th grade teachers. The selection criteria were based on different grade levels and types of classes to include a variety of environments. Data instruments included interview protocol and field tests. The data collection methods included transcripts of the interviews and notes taken during the interviews. Data were analyzed using Creswell and Poth's Data Analysis Spiral for data analysis. Key results addressed the types of behavior in the classroom and the effect of disruptive behavior. The conclusions of the study included answers to two research questions that guided this study. A recommendation for future research should involve teachers from schools without behavior concerns.Item A Causal-Comparative Study of Cell Phone Policies and Students’ Test Performance(2022-08-22) Akintounde, AbimbolaRegulating 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.Item A Descriptive Study of Online Perceptions for Community College Students(2022) Gorman, LaurieThe 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.Item A Phenomenological Study Exploration of Pre-planned Thematic Units in Preschool and Kindergarten(2023-03-24) Fischer, Deborah AnnPreschool and kindergarten staff can leverage organized planning strategies to support the use of integrative thematic units. However, early-year teachers state dilemmas in selecting, preparing, and executing integrative thematic units. Challenges surface when the staff tries to follow children‘s interests and inquiries, deliver lessons, and compile materials to support lesson design. When preschool and kindergarten staff select thematic units beforehand, teachers may feel best equipped to plan, target student objectives, prepare lesson resources, and maintain lesson consistency within grade levels. Pre-selecting and pre-planning can also support diverse learners such as English Language Learners (ELLs), special needs students, or students with multiple intelligences or learning styles. Conversely, selecting thematic units more spontaneously based on the students‘ current interests could help excel a students‘ motivation to learn more effectively. This study analyzed 15 preschool and kindergarten teachers‘ thoughts and lived experiences using pre-planned or unplanned integrative thematic units within one specific, large international early childhood center in Germany. Having gathered and evaluated thoughts, opinions, livedexperiences, and planning methods from the 15 participants, the study results may prove transferable and beneficial to other contexts involving integrative thematic units in the early years.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 Phenomenological Study of Teachers’ Understanding and Development of Culturally Responsive Classroom Management(2023) Schnormeier, AngelaThe 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.Item A Phenomenological Study on Teachers’ Perceptions of Improving Student Engagement in K-8 Schools(2024) Mitchell, KimberlyStudent engagement has become a trending topic in education. The problem is the lack of student engagement in K-8 schools as perceived by teachers while providing instruction. The purpose of this qualitative research study was to discover the impact of teachers’ perceptions of student engagement on their instructional practices in K-8 school settings. The theoretical groundwork for this research study was underpinned by David Kolb’s theory of experiential learning and Maslow’s hierarchy of needs theory. Two research questions guided this study including how teachers’ perceptions of student engagement impact instructional delivery, and what cognitive, behavioral, and emotional engagement markers teachers use to know that students are engaged. Using a qualitative methodology, along with a phenomenological research design, a criterion- based sample size of 15 certified general education teachers assigned to grades K-8 were chosen to participate in a semi-structured interview. After thematic analysis of the data, the study resulted in six emergent themes: building relationships with students, using effective and strategic planning, addressing student needs, having high expectations driven by teacher modeling, observing students and taking action, and lastly, holding students accountable for their learning. Administrators and educators can benefit from the study by applying emergent themes to their instructional decisions and practices. To promote student engagement, teachers should make relationship-building a priority with students which fits into Maslow’s hierarchy of needs theory and Kolb’s experiential learning theory.Item A Qualitative Case Study: Teachers’ Perceptions of Arts Integration and Vocabulary for English Learners in Grades 3-5(2024) Hill, FeliciaStudents who are acquiring English and have another primary language are defined as English learners. Vocabulary knowledge is critical for English learners because vocabulary knowledge influences academic success. Evidence suggests that integrating the arts with academic content may influence vocabulary knowledge. The problem was that Georgia English learners in grades 3-5 were not obtaining vocabulary skills necessary for success in school. The purpose of this qualitative case study was to explore teachers’ perceptions of implementing arts integration as an instructional approach to support vocabulary development of English learners in content areas and the potential challenges associated with this approach. The study filled gaps in the literature by exploring participants’ perceptions of the influence of arts integration on the vocabulary of English learners in grades 3-5. Guided by social constructivist and multiple intelligences theories, the research questions addressed arts integration, vocabulary development, and challenges. A descriptive case study revealed teachers’ insights. The population included elementary Georgia teachers with a sample size of 15 participants. Georgia teachers who instructed English learners, taught grades 3-5, and used arts-integrated approaches were selected. Data instruments included open-ended questionnaires and interviews. Data was collected using Google Forms and transcribed interviews. Inductive coding was used to identify recurring themes. Key results included relevance, active involvement, and noncognitive influences, along with potential challenges. Among the recommendations were the development of new curriculum, the examination of policies, and provisions for time, resources, and professional development.Item A Qualitative Phenomenological Study of Educator Perspectives on Full Inclusive Teaching Environments(2022) Yates-Bledsoe, CherylThe 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 leadershipItem A Qualitative Study Exploring Female College Students’ Perceptions of Science Technology Engineering and Mathematics Instruction(2023) Berry, CherylFemale 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.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 A Quantitative Correlational Study of English/Language Arts Delivery Methods and Student College Readiness(2023) Wheeler, MeaganThere 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.Item A Quantitative Correlational Study of the Relationship Between Reading Fluency and Reading Comprehension for Third and Fourth Grade Second-Language Learners(2023-10-21) Samaniego, LisbethThe relationship between reading comprehension and reading fluency for linguistically diverse learners continues to be a topic of education research. The problem is third and fourth-grade second-language learners possess adequate reading fluency skills but demonstrate distinct reading comprehension difficulties compared to native English-speaking peers. The purpose of this quantitative correlational study was to examine the relationship between second-language learners, whose first language is Spanish, and their reading fluency and comprehension performance in a Southern California public elementary district. The theoretical framework connected the theories of the simple view of reading and social constructivism to illuminate how second-language learners tackled print information encountered in the text to construct reading comprehension. A quantitative correlational design connected the study’s three research questions and hypotheses by examining the associations between variables to assess the relationship between oral language, oral reading fluency, English language proficiency, and reading comprehension. A sample of 204 students was selected using the stratified sampling criteria from a population of 1,906 students. De-identified data containing the Star Reading and ELPAC instruments were analyzed using SPSS software. A series of Spearman correlations were analyzed, determining positive correlations between variables of oral language, oral reading fluency, English language proficiency, and reading comprehension. The study’s findings offer practical recommendations to educational leaders and researchers wishing to gain further insight into second-language learners' reading comprehension acquisition.Item 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, qualitativeItem 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 Case Study of Teacher Experiences and Perceptions with Elementary 21st Century Learning(2023) Paris, Melissa SaulsShifts 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, teachingItem 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 Culturally Responsive Teachers of English Language Learners: A Qualitative Case Study(2024) Al-Amin, HediyahThe steady increase in English language learners (ELLs) in United States schools has affected instructional approaches. Culturally responsive education (CRE) is one approach to addressing diverse learners’ needs. The problem was many elementary school educators have not received professional development in the application of culturally responsive education (CRE) strategies to create learning environments in which ELLs’ academic and social growth is effectively and appropriately supported. The purpose of this explanatory case study was to ascertain what types of professional development might support teachers’ application of CRE strategies in the instruction of elementary ELLs. The literature suggested a need for research on teacher perceptions of CRE application. Grounded in the theories of culturally relevant pedagogy and culturally responsive teaching, this research examined how CRE training impacts teachers’ classroom practice, how CRE meets ELLs’ academic and sociocultural needs, and how teachers perceive the effects of CRE on ELLs. Participants were certified elementary school teachers with an English to Speakers of Other Languages (ESOL) endorsement who taught in the U.S. Fifteen teachers participated in a questionnaire, and three participated in semistructured interviews. Thematic analysis revealed themes regarding teachers’ need for training to increase cultural awareness, to support ELLs’ sociocultural and language learning needs, and to create classrooms in which ELLs feel respected and safe. Results suggested educators need CRE training to employ specific classroom practices to meet the needs of ELLs. Recommendations include proposed training foci, suggestions for further research, and a call for CRE training as a requirement for all educators.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.