Curriculum and Instruction Dissertations

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http://hdl.handle.net/20.500.12520/42

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Culturally Responsive Teachers of English Language Learners: A Qualitative Case Study
(2024) Al-Amin, Hediyah
The 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.
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, Shelley
Significant 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.
Elementary Teachers’ Use of Reflection as a Professional Development Practice: A Qualitative Study
(2024-02) Dempsey, Karen
Sparse information exists on how elementary teachers might use reflective journaling as a tool for professional development (PD) to enhance their teaching methods. The problem is that even though elementary teachers have access to a variety of PD opportunities, these opportunities are often insufficient for meeting individual teachers’ needs to support reflection of their classroom teaching practices. Therefore, teacher PD sessions may be unproductive and unconnected to the participating teachers. Reflective practice is crucial for adult independent learning. Aligned with this concept, the theories of andragogy and transformative learning constituted the study’s theoretical foundation. The purpose of the basic qualitative study was to explore in-service elementary teachers’ perspectives of the use of visual journals as a method of individualized PD through reflection on their classroom teaching practices. Teachers’ perspectives on the PD method, emphasized in the research questions, spotlighted the existing literature gap on elementary teachers’ perceptions of journal writing and reflective practice using a visual reference. The study included 23 elementary teachers from a single school district who participated in reflective visual journaling over 3 weeks and submitted eight entries. After the reflective period, the participants completed a questionnaire to indicate the effectiveness of the journaling process. The two data sources were coded using thematic analysis, and the results appeared in tables. The study yielded two noteworthy findings about elementary teachers’ usage of visual reflective journals: student interactions and personal and professional strengths and limitations.
A Phenomenological Study on Teachers’ Perceptions of Improving Student Engagement in K-8 Schools
(2024) Mitchell, Kimberly
Student 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.
A Case Study: Middle School Teachers Describe the Experience of Disruptive Behavior in Classrooms
(2024) Stahler, Jamie
Discipline 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.
Mathematics Instruction in Christian Schools: A Collective Case Study of Teacher Self-Efficacy
(2024) Wahlstrom, Jeanette
Teachers must meet a variety of students’ mathematics learning needs but are often not trained to do so. Little is known about how teachers perceive their efficacy to meet diverse math learning needs. The purpose of this qualitative collective case study was to explore teacher attitudes and perceptions of professional development (PD) and differentiated mathematics instruction for kindergarten through eighth grade in Arizona Christian school settings. This study attempted to fill a gap in the literature regarding content-specific teacher perceptions of PD, differentiated instruction for mathematics, and teacher efficacy. Bandura’s social learning theory and the aspect of self-efficacy and the zone of proximal development concept from Vygotsky’s sociocultural learning theory provided the theoretical framework. Four questions guided the study with a focus on teachers’ perceived effectiveness in math instruction, readiness to differentiate math instruction, PD experiences in the Christian school setting, and use of professional learning communities and job-embedded professional development. A purposive sample of 16 Arizona Christian school teachers who taught mathematics for kindergarten through eighth grade completed a questionnaire. Follow-up focus groups were conducted to triangulate the data. Focus group dialogue was transcribed verbatim and member checked. Data were coded using Dedoose. Thematic analysis identified five emerging themes: contingent teacher efficacy, administrative support, challenges for math instruction, differentiated methods implemented, and professional development experiences in Christian schools. Findings noted the importance of teacher self-efficacy and the need for administrators to provide support with effective PD and intentional scheduling.
Instructional Math Strategies Utilized by Elementary Teachers in Title I Elementary Schools to Improve Math Performance Following Virtual Instruction Due to the COVID-19 Pandemic: Descriptive Qualitative Study
(2024) Weever, Esung
The problem is that Title I schools experienced learning loss due to the abrupt transition from in-person instruction to virtual instruction in the Spring of 2020 due to the COVID-19 pandemic. Research showed that learning loss, especially in math, occurred due to the transition to virtual instruction; additional research is needed to combat this loss. The literature gap is due to school districts recently identifying the negative impact of virtual instruction. The purpose of this qualitative descriptive study was to identify the math instructional strategies used by Title I elementary teachers in grades 3–5 in the Atlanta, Georgia, metropolitan area following the COVID-19 pandemic. Vygotsky’s zone of proximal development and Bloom’s taxonomy emphasize the benefits of environmental tools and a more significant other to improve student comprehension. Three research questions focused on teachers’ experiences teaching virtually, current math instructional strategies used for in-person instruction, and reasons for selecting these strategies. The study sample was 15 to 20 Title I elementary teachers who taught math virtually during the pandemic and in person following virtual instruction. Data was collected from semi-structured interviews and transcribed, member-checked, and analyzed by MAXQDA. Seven themes were found: strenuous, challenges of virtual instructions, instructional strategies and tools, blended learning, focus on content comprehension not obtaining the correct answer, increased student engagement, and traditional. Findings indicated teachers’ preference for blended learning. Including the perspectives of students and administrators and increasing the participant pool are recommendations for future research.
Dual Language Immersion: A Quantitative Study to Examine Academic Achievement Differences between Elementary English Learners and Native English Students
(2024-03) Stuart, Alissa
While 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.
A Qualitative Case Study: Teachers’ Perceptions of Arts Integration and Vocabulary for English Learners in Grades 3-5
(2024) Hill, Felicia
Students 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.
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.
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.
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.
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.
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.
Instructors’ Perceptions of Student Motivation Through an Instructional Lens in an Undergraduate Online College Setting: A Qualitative Case Study
(2023-12-04) Germaine, Alison Elizabeth
Adult students’ enrollment in college is increasing, yet research pertaining to student motivation in the context of instructional practices is limited. The problem was online college instructors’ recognition of the qualities of student motivation to inform instructional practices was limited. Such recognition advanced the status of student motivation in an instructional context. The purpose of this qualitative case study was to explore online instructor perceptions of student motivation and related effects on online instructional practices. A gap in the research was evident due to the lack of research relating to student motivation as an instructional component, rather than a peripheral element in education. This study was supported by a theoretical framework consisting of constructivism and expectancy-value theory. The research questions addressed undergraduate online college instructors’ perceptions of student motivation and the influence of those perceptions on instructional practices. A qualitative case study was employed, and the population was comprised of online college instructors, with a sample size of 20. Selection criteria were based on teaching status, and data instruments consisted of questionnaires and an interview protocol. Data were analyzed via coding and thematic analysis. Significant results indicated the vital relationship between student motivation and instructional practices, the need to create fun learning environments, and the role of student-instructor relationships. Conclusions situated student motivation as a critical component of instructional practices and the vital role instructors played in encouraging student motivation. Recommendations included curricular changes, increased professional development opportunities, and reconsideration of student motivation in course planning.
A Phenomenological Study of Teacher Experiences with the Classroom Physical Environment's Influence on Teaching and Learning
(2023) Milan, Maylene Manaois
Although 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.
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.
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, Lisbeth
The 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.
Faculty Perceptions of Social Media as a Communication and Curriculum Tool for Adult Learners: A Phenomenological Study
(2023-11-20) Monty, Tammi
Today, seven out of 10 Americans use social media to communicate with one another, follow news stories, learn, and for pleasure. The problem is social media is underutilized by university faculty as a communication and curriculum tool for adult learners. There is a gap in the literature focusing on the university-level use of social media for adult learners. The purpose of this study was to explore faculty perceptions and lived experiences regarding integrating social media as communication and curriculum tools at one large traditional university in Wisconsin. The theories of constructivism and andragogy provided the background upon which the problem and purpose of the study were explored, and the results were analyzed. Responses to the three research questions provided data on how universities use social media as communication and curriculum tools, faculty perceptions and lived experiences using social media as these tools, and what barriers exist to using social media for these tools. A phenomenological qualitative research design was used to investigate the lived experiences and perceptions of the participants. Sixteen faculty members were interviewed through Zoom using semi-structured interview protocols after being selected through purposive sampling based on the criteria that they are currently teaching faculty. Seven themes were found through thematic analysis. The study’s findings offered insights into faculty use of social media as communication and curriculum tools and barriers to its use. Recommendations are for training faculty on the use of social media in their courses. The research may guide future professional development for faculty.
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.

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