“We Don’T Know What We Don’T Know”: Improving The Quality Of Stem Teaching In A British International School By Developing Teachers’ Stem Pedagogical Knowledge And Stem Instructional Practices,
2024
University of South Carolina
“We Don’T Know What We Don’T Know”: Improving The Quality Of Stem Teaching In A British International School By Developing Teachers’ Stem Pedagogical Knowledge And Stem Instructional Practices, Matthew James Fagg
Theses and Dissertations
This research aimed at improving the quality of science, technology, engineering, and mathematics (STEM) teaching at a British international school in Brunei Darussalam. Evidence from a range of sources suggested that teachers at the school were not employing common STEM instructional practices when giving their pupils STEM problems to solve. The purpose of the two research questions was to identify how STEM lessons were being taught in Grades 2 to 7 in the school, and to measure the influence of STEM-related professional development sessions on teachers’ STEM pedagogical knowledge and STEM instructional practices. The researcher followed an eight-stage action-research cycle …
A Flipped Classroom Approach For Algebra 2 Students Who Have Struggled In Previous Mathematics Courses,
2024
University of South Carolina
A Flipped Classroom Approach For Algebra 2 Students Who Have Struggled In Previous Mathematics Courses, Abby Suss
Theses and Dissertations
This mixed method study examined the effect of a flipped classroom approach on the engagement and attitude of Algebra 2 students who had struggled in previous mathematics classes. Videos for students to watch at home were constructed with adherence to the Cognitive Theory of Multimedia. Class time then focused on students working together and with teacher support in accordance with active learning theory. Qualitative sources of data - pre and post intervention interviews, pre and post student questionnaires, and teacher anecdotal notes and quantitative sources of data - the SEMs and the ATMI - were gathered and analyzed. Results showed …
Bridging Disciplinary Boundaries: A Study On The Integration Of Social Studies Within Elementary Ela Education,
2024
University of South Carolina
Bridging Disciplinary Boundaries: A Study On The Integration Of Social Studies Within Elementary Ela Education, Jill Knight
Theses and Dissertations
This qualitative action research study investigates the integration of social studies within English Language Arts (ELA) education, highlighting the challenges educators face in balancing curriculum demands amid increasing literacy and math instruction pressures. With over 20 years of experience teaching high school history, the researcher identified a concerning decline in social studies education at the elementary level, a situation worsened by legislative measures such as No Child Left Behind (NCLB) and the Every Student Succeeds Act (ESSA), which prioritize tested subjects. The primary aim of this study was to collaborate with elementary teachers to explore their perceptions and experiences related …
Bridging The Digital Divide: A Multiple-Case Study Examining The Impact Of Instructional Coaching On Technology Integration Of High School Teachers,
2024
University of South Carolina
Bridging The Digital Divide: A Multiple-Case Study Examining The Impact Of Instructional Coaching On Technology Integration Of High School Teachers, Jennifer Elizabeth Nicholson
Theses and Dissertations
This action research study examined the impact of an instructional coaching cycle on four high school teachers’ use of technology in the classroom. The problem of practice was identified as the struggle that high school teachers face regarding integrating instructional technology tools into their classrooms in purposeful and meaningful ways that would enrich the classroom learning environment. Using a convergent mixed methods framework, the research was conducted in a multi-case study format with four participants in the study. The research was based on Vygotsky’s (1986) Sociocultural Theory with specific emphasis on the use of scaffolding and the zone of proximal …
Creating A Quality Feedback System Between School Administrators And Teachers,
2024
University of South Carolina
Creating A Quality Feedback System Between School Administrators And Teachers, Gerald Keith Price
Theses and Dissertations
After moving to a new school district as superintendent, I recognized early on that student achievement was low and intentional work needed to be done to bring about academic improvement. As the district leadership team began to explore causes and discuss possible solutions, we decided we needed to focus on changing the perception around instructional leadership. School administrators are much more likely to have mutual dialogue with their teachers when they assume the role of a coach rather than a superior. With open lines of communication, teachers and administrators are able to discuss ways to maximize learning time with students …
Empowering Science Educators: A Study Of Self-Efficacy, Phenomenon-Based Instruction, And Community Of Practice In Arabic Language Classrooms.,
2024
University of South Carolina
Empowering Science Educators: A Study Of Self-Efficacy, Phenomenon-Based Instruction, And Community Of Practice In Arabic Language Classrooms., Rolla Elsaiary
Theses and Dissertations
In the dynamic realm of science education, a crucial demand exists for customized teacher professional development (PD) initiatives that address diversity and the Next Generation Science Standards (NGSS). These programs should be designed to accommodate varied student demographics, explicitly addressing the needs of those engaging with science education in less commonly taught languages (LCTLs), such as Arabic. Four fundamental questions guide this research. First, it should assess teachers' self-efficacy in teaching science in the context of Arabic instruction. Secondly, it needs to explore the impact of phenomenon-based instruction (PBI) on elevating teachers' self-efficacy in delivering science education in Arabic. Thirdly, …
Exploring The Impact Of Teacher Curiosity On Job Satisfaction And Self-Efficacy: A Quantitative Study In Stem Education,
2024
University of South Carolina
Exploring The Impact Of Teacher Curiosity On Job Satisfaction And Self-Efficacy: A Quantitative Study In Stem Education, Christopher Jeffcoat
Theses and Dissertations
This dissertation presents a quantitative study involving 96 teachers of STEM subjects, aimed at investigating the relationship between teacher curiosity, job satisfaction, and teacher self-efficacy. The primary objective was to examine the significance of teacher curiosity in the context of educators' job satisfaction. The research findings indicate a moderate positive correlation between teacher curiosity and job satisfaction (r=0.57), suggesting that educators with higher curiosity tend to experience greater job satisfaction. Also, a moderate positive correlation (r=0.51) was identified between teacher curiosity and teacher self-efficacy, emphasizing the connection between curiosity and educators' belief in their ability to positively impact student learning. …
Impact Of A Mathematics Review On Students' Chemistry Self-Efficacy And Problem-Solving Skills In An Undergraduate Chemistry Course,
2024
University of South Carolina
Impact Of A Mathematics Review On Students' Chemistry Self-Efficacy And Problem-Solving Skills In An Undergraduate Chemistry Course, Antoinette Marie Gayle
Theses and Dissertations
Mathematics is an integral part of chemistry courses, and the application of arithmetic and algebraic knowledge is important for solving calculation-based problems in undergraduate general chemistry. Students begin undergraduate chemistry with varying levels of mathematics skills and experience which may impact their ability to solve problems and understand the content in chemistry courses. Utilizing a convergent mixed methodology, this action research study evaluated the impact of an in-class mathematics review intervention on students’ chemistry self-efficacy and problem-solving abilities in general chemistry. Mathematics review sessions were conducted in undergraduate general chemistry classes with 40 first-year students at a small university college …
Incorporating Digital Tools In A Social Studies Course: An Action Research To Support High School Students’ Critical Thinking And Collaboration Skills,
2024
University of South Carolina
Incorporating Digital Tools In A Social Studies Course: An Action Research To Support High School Students’ Critical Thinking And Collaboration Skills, Tara Grant
Theses and Dissertations
Digital tools have the potential and ability to develop and support critical thinking skills in high school students, as they provide interactive and engaging platforms for learning. The purpose of this action research was to implement digital tools for student collaboration in two high school Social Studies classrooms, to evaluate the tools’ potential impact on students' critical thinking skills, and to assess the participant’s perceptions of the impact and use of digital tools for collaboration in the classroom. This study focused on two overarching questions: (1) How, and to what extent, does the use of digital tools for student collaboration …
Investigating Student Engagement Through The Implementation Of A Performance Task In Secondary Mathematics: A Mixed Methods Action Research Study,
2024
University of South Carolina
Investigating Student Engagement Through The Implementation Of A Performance Task In Secondary Mathematics: A Mixed Methods Action Research Study, Sulema Wright
Theses and Dissertations
Through teaching experiences in the math classroom, students voiced that solving mathematical problems did not benefit them in the real-world. This study discussed the use of a performance task in a high school geometry class as a way to engage students, increase their confidence when solving math problems, and determine the impact they have on engagement compared to supportive assignments. Students' perspectives were used as one measure in determining engagement, alongside, my perspective of using a tally table. Through the use of a performance task that connected to the life experiences, students’ perspectives proved that implementation increased their engagement in …
Music Production And Girls: A Phenomenological Study Of The High School Music Technology Classroom,
2024
University of South Carolina
Music Production And Girls: A Phenomenological Study Of The High School Music Technology Classroom, Mary Angel Cleary
Theses and Dissertations
Female representation in public spheres and organizations is a continuing topic in American research. Females have historically been left out of all aspects of computer technology and the technical sides of the music industry. In upper echelons of music making, from composition to production, they remain vastly under-represented. People begin forming ideas about who they are, their abilities, and their future career interests in high school, especially in elective courses like music technology that are geared towards allowing students to explore their creative skill sets to determine if these elective experiences are something for which they have a life-long passion. …
Panic At The Library: Origins And Manifestations Of Library And Technology Anxiety In High School Sophomores,
2024
University of South Carolina
Panic At The Library: Origins And Manifestations Of Library And Technology Anxiety In High School Sophomores, Kelly A. Guistwhite
Theses and Dissertations
Constance Mellon formally identified library anxiety in the mid-1980s. Library anxiety can result in students avoiding the library, its resources, and its staff. Students with library anxiety perform worse on academic tasks than their more comfortable peers. Library anxiety causes procrastination on assignments and undermines academic success. Technology anxiety has evolved with library anxiety changing as new information technology becomes available. This exploratory research investigated to what extent library and technology anxiety manifests among sophomore students, the relationship between library anxiety and technology anxiety, and the perception of online services at Maple Bluff and Scarlett Woods High Schools. This study …
Pedagogical Relationship Between Written And Taught Curriculum In Private Schools,
2024
University of South Carolina
Pedagogical Relationship Between Written And Taught Curriculum In Private Schools, Melissa Andrews
Theses and Dissertations
This descriptive study explores the impact of teacher-selected instructional strategies on the implementation of a standardized written curriculum across different academic levels for 11th grade students at Bishop Thomas Academy, an all-boys Catholic school in Rhode Island. The aim was to better understand how teachers' instructional autonomy impacts the successes or challenges in delivering curriculum. Grounded in Social Constructivist theories and aligned with Bishop Thomas Academy’s school mission, the research aimed to determine how the written English curriculum defines and measures desired student outcomes; how the taught curriculum aligns with or deviates from the written curriculum; and how instructional strategies …
Providing A Social Emotional Learning Opportunity To Virtual Students Struggling With Social Anxiety: Group Counseling As An Intervention,
2024
University of South Carolina
Providing A Social Emotional Learning Opportunity To Virtual Students Struggling With Social Anxiety: Group Counseling As An Intervention, Josie Kate White Ivey
Theses and Dissertations
The purpose of this mixed methods action research dissertation was to offer a social/emotional learning opportunity for virtual students struggling with social anxiety. A six-week group counseling experience was offered to on-campus high school students focused on social anxiety in order to determine is group counseling would be a beneficial intervention strategy for virtual students also dealing with social anxiety. An observer protocol was used to make note of participants responses and physical characteristics related to social anxiety and make reflective notes after each counseling session. Group participants also completed quick-check exit tickets to help the researcher determine the student’s …
Teacher Perception Of International Baccalaureate Middle Years Programme Implementation,
2024
University of South Carolina
Teacher Perception Of International Baccalaureate Middle Years Programme Implementation, Lorene Michelle Lloyd-Peay
Theses and Dissertations
The rural, Title I, underperforming, priority schools in the study encounter several challenges when implementing the International Baccalaureate Middle Years Program (IBMYP) framework. Successful implementation is contingent on how the teachers perceive these challenges. This research aims to understand how teachers' perspective on the IBMYP affects programme implementation. Understanding the experiences and perspectives of teachers increased my and the school district’s ability to support the effective implementation of the IBMYP framework. The research questions focused on gathering data to determine teacher perspectives about the IBMYP, how those perspectives affect programme implementation, and the factors that appear to enhance or impede …
The State Math Assessment, I-Ready Diagnostic, And The State Accountability Plan: Is This An Assessment System To Support Learning For All Students?,
2024
University of South Carolina
The State Math Assessment, I-Ready Diagnostic, And The State Accountability Plan: Is This An Assessment System To Support Learning For All Students?, Beverly Quinn
Theses and Dissertations
This study examined the relationship between a state high-stakes summative mathematics assessment and an interim third-party math diagnostic assessment and data literacy among teachers in a Southeastern school district. Despite ongoing federal and state accountability efforts, the gap between policy intentions and student achievement continues to grow. In this quantitative correlational study, the relationship between the Spring 2023 state summative and interim assessment data for fourth and eighth-grade students was examined. Additionally, the Teacher Data Usage Survey (TDUS) responses were analyzed to examine how teachers utilize assessment data in instructional practices. Data were reported as percentages of responses per category …
Why Are We Reading In This Class? A Qualitative Action Research Study On Implementing Critical Historical Literacy In A Humanities Classroom,
2024
University of South Carolina
Why Are We Reading In This Class? A Qualitative Action Research Study On Implementing Critical Historical Literacy In A Humanities Classroom, Jerry Allman Goodnight
Theses and Dissertations
The purpose of this qualitative action research study was to investigate the barriers to the acquisition of, and examine the impact of implementing, critical historical literacy in a middle school “humanities” classroom. This classroom, the first of its kind within the school district, blended the teaching of both 8th Grade Social Studies and 8th Grade English/Language Arts. Three research questions served as the foundational points of inquiry: 1) What are students’ perceptions of critical historical literacy practices in social studies? 2) What barriers prevent middle school students from acquiring historical literacy and critical literacy skills? and 3) In what ways …
Why He Sings: An Action Research Study Using Counternarratives To Affect The Deficit Narratives Attributed To Students Of Color,
2024
University of South Carolina
Why He Sings: An Action Research Study Using Counternarratives To Affect The Deficit Narratives Attributed To Students Of Color, Tiffany Jones Early
Theses and Dissertations
There is ample research that shows that students of color are less likely to graduate from college than their White peers. Meanwhile, the demographics of students who enroll in college continue to be more diverse than previous generations. As universities struggle to understand retention disparities, the voices of the students are often eliminated from the discussion. Many university staff members, instead, opt for a deficit narrative to blame what they believe students of color lack that inhibits them from persisting in college until graduation. The purpose of this study is to use narrative inquiry to better understand the educational experiences …
Experiential Learning From Stakeholder Perspectives At A University Partnership Program,
2024
Southeastern University - Lakeland
Experiential Learning From Stakeholder Perspectives At A University Partnership Program, Maggie M. Shader
Doctor of Education (Ed.D)
The purpose of this non-experimental, quantitative survey study was to determine the stakeholders' perspectives on experiential learning at Canvas College. Experiential learning has potential benefits for students as stakeholders, and internship can be a vehicle for experiential learning. Experiential learning can involve benefits such as employability, real-world experience, calling confirmation and spiritual growth, soft skills, and immediate application of learning. Stakeholders in an internship are not limited to students. Faculty and internship leaders are also stakeholders; however, a partnership program encompasses more stakeholders, including church staff, alumni, and host university staff. The survey was researcher developed and the Cronbach’s alpha …
In Search Of Cognitive Justice: One District’S Approach To Implementing Culturally Responsive Practices,
2024
University of South Carolina
In Search Of Cognitive Justice: One District’S Approach To Implementing Culturally Responsive Practices, Anne Marie Mancini
Theses and Dissertations
This action research study examined district leaders' approach to integrating culturally responsive practices into classrooms in a medium-sized urban Connecticut public school system. The framework for this study was supported by two theories: transformative learning and culturally responsive pedagogy. Following a case study model of design, the project focused on the work of the Supervisor of Professional Learning and the Department Supervisor for English Language Arts (ELA) as they provided training, support, and resources to the Grade 7 team. Two research questions guided this study: (1) What successes, if any, did district leaders experience in implementing culturally responsive teaching practices …
