Curriculum and Instruction DissertationsDissertations by students in the Curriculum and Instruction section of the Teaching and Learning Departmenthttps://hdl.handle.net/20.500.12520/422024-03-29T00:41:51Z2024-03-29T00:41:51Z381A Case Study: Factors Influencing Rural School K–12 Students’ Academic AchievementFlynn, Vanettahttps://hdl.handle.net/20.500.12520/1802023-07-18T03:53:09Z2023-01-01T00:00:00Zdc.title: A Case Study: Factors Influencing Rural School K–12 Students’ Academic Achievement
dc.contributor.author: Flynn, Vanetta
dc.description.abstract: 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
2023-01-01T00:00:00ZA Case Study: Middle School Teachers Describe the Experience of Disruptive Behavior in ClassroomsStahler, Jamiehttps://hdl.handle.net/20.500.12520/2552024-03-20T03:37:17Z2024-01-01T00:00:00Zdc.title: A Case Study: Middle School Teachers Describe the Experience of Disruptive Behavior in Classrooms
dc.contributor.author: Stahler, Jamie
dc.description.abstract: 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.
2024-01-01T00:00:00ZA Causal-Comparative Study of Cell Phone Policies and Students’ Test PerformanceAkintounde, Abimbolahttps://hdl.handle.net/20.500.12520/1442022-09-25T03:42:35Z2022-08-22T00:00:00Zdc.title: A Causal-Comparative Study of Cell Phone Policies and Students’ Test Performance
dc.contributor.author: Akintounde, Abimbola
dc.description.abstract: 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.
2022-08-22T00:00:00ZA Descriptive Study of Online Perceptions for Community College StudentsGorman, Lauriehttps://hdl.handle.net/20.500.12520/1432022-09-25T03:42:37Z2022-01-01T00:00:00Zdc.title: A Descriptive Study of Online Perceptions for Community College Students
dc.contributor.author: Gorman, Laurie
dc.description.abstract: 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.
2022-01-01T00:00:00ZA Phenomenological Study Exploration of Pre-planned Thematic Units in Preschool and KindergartenFischer, Deborah Annhttps://hdl.handle.net/20.500.12520/1632023-05-09T03:54:26Z2023-03-24T00:00:00Zdc.title: A Phenomenological Study Exploration of Pre-planned Thematic Units in Preschool and Kindergarten
dc.contributor.author: Fischer, Deborah Ann
dc.description.abstract: Preschool 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.
2023-03-24T00:00:00ZA Phenomenological Study of Teacher Experiences with the Classroom Physical Environment's Influence on Teaching and LearningMilan, Maylene Manaoishttps://hdl.handle.net/20.500.12520/2172023-12-05T03:37:18Z2023-01-01T00:00:00Zdc.title: A Phenomenological Study of Teacher Experiences with the Classroom Physical Environment's Influence on Teaching and Learning
dc.contributor.author: Milan, Maylene Manaois
dc.description.abstract: 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.
2023-01-01T00:00:00ZA Phenomenological Study of Teachers’ Understanding and Development of Culturally Responsive Classroom ManagementSchnormeier, Angelahttps://hdl.handle.net/20.500.12520/1732023-06-21T03:11:21Z2023-01-01T00:00:00Zdc.title: A Phenomenological Study of Teachers’ Understanding and Development of Culturally Responsive Classroom Management
dc.contributor.author: Schnormeier, Angela
dc.description.abstract: 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.
2023-01-01T00:00:00ZA Phenomenological Study on Teachers’ Perceptions of Improving Student Engagement in K-8 SchoolsMitchell, Kimberlyhttps://hdl.handle.net/20.500.12520/2562024-03-20T03:37:15Z2024-01-01T00:00:00Zdc.title: A Phenomenological Study on Teachers’ Perceptions of Improving Student Engagement in K-8 Schools
dc.contributor.author: Mitchell, Kimberly
dc.description.abstract: 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.
2024-01-01T00:00:00ZA Qualitative Case Study: Teachers’ Perceptions of Arts Integration and Vocabulary for English Learners in Grades 3-5Hill, Feliciahttps://hdl.handle.net/20.500.12520/2512024-03-20T03:37:16Z2024-01-01T00:00:00Zdc.title: A Qualitative Case Study: Teachers’ Perceptions of Arts Integration and Vocabulary for English Learners in Grades 3-5
dc.contributor.author: Hill, Felicia
dc.description.abstract: 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.
2024-01-01T00:00:00ZA Qualitative Phenomenological Study of Educator Perspectives on Full Inclusive Teaching EnvironmentsYates-Bledsoe, Cherylhttps://hdl.handle.net/20.500.12520/1462022-09-25T03:42:40Z2022-01-01T00:00:00Zdc.title: A Qualitative Phenomenological Study of Educator Perspectives on Full Inclusive Teaching Environments
dc.contributor.author: Yates-Bledsoe, Cheryl
dc.description.abstract: 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
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