The Perceptions Of Australian Identity By Year 5 And Year 6 Students In An Australian Independent School, Renae Nahajski, Dianne Chambers, Shane Lavery

Research outputs 2022 to 2026

The study described here explored the perceptions of eight Year 5 and Year 6 students of their Australian identity in an independent Western Australian metropolitan school. The epistemological approach for this research was constructivism with an interpretivist theoretical perspective. We aimed to understand the perspectives of the eight student participants by use of a phenomenological methodology. Semi-structured interviews and student drawn pictures provided the data. Results revealed common values, citizenship, and a strong sense of belonging as important attributes of the participants’ perceptions of their own Australian national identity. The results provide insights into how students perceive their sense of …

Elementary School Mathematics Teacher Perspectives Of Blended Learning, Elizabeth H. Forrester

Murray State Theses and Dissertations

This qualitative case study explored the experiences and perceptions of teachers who utilize technology for instructional purposes, blended learning in elementary school instruction, and the impact of professional development (PD) on blended learning instruction. Guided by the Technological, Pedagogical, and Content Knowledge theory (TPACK), research aims to understand teachers' motivation and use of blended learning during instruction and the impact PD has had on teachers’ implementation of blended learning. Data was collected through semi-structured interviews of seven elementary school teachers in grades two through five in the state of Kentucky. Findings revealed that teachers experienced technology integration instruction during their …

Becoming, Being, And Belonging: Exploring The Intersections Of Black Manhood, Sexuality, And Rural Education Through Self-Study Using Ethno-Dramatic Renderings, Javious Canty

College of Graduate Studies: Theses & Dissertations

Studies that center Black male teachers often lack nuance and tend to look at them as a monolithic group. This dissertation uses Quare theory (Johnson, 2001), African American Male Theory (AAMT) (Bush & Bush, 2013), along with self-study methodology represented through fictionalized ethno-dramatic scenes to examine the teaching practices of a queer Black male teacher in a rural context and the impact he has on the achievement of his rural Black students. One finding from this study is that breaking through Quare barriers using community, resilience, and cultural awareness leads to success. Another finding is that rural spaces carry educational …

Teacher Views Of Augmentative And Alternative Communication With Nonverbal Students With Severe Intellectual Disabilities: A Generic Qualitative Study, Lelita K. Thomas

Theses and Dissertations

Students with significant intellectual disabilities who are nonverbal often depend on augmentative and alternative communication devices to engage with lessons and participate in secondary educational environments. Despite advancements in this technology, issues pertaining to training, consistency, and institutional support persist, hindering effective application in urban schools. The objective of this generic qualitative study was to investigate the perspectives of teachers and related service providers regarding the utilization of these devices for nonverbal students with severe intellectual disabilities in urban secondary schools.

Data were gathered via semi-structured interviews with 11 participants, comprising special education instructors, related service providers, and special education …

Lived Experience Of Middle School Science Teachers During The Covid-19 Pandemic, David E. Abbott Jr.

Theses and Dissertations

The COVID-19 pandemic significantly disrupted education worldwide, compelling schools to adopt remote teaching and learning. This phenomenological study examined the lived experiences of six middle school science teachers in an Alabama school district during this period. Data were collected through interviews and reflective journals maintained for 2 weeks following the interview. The research investigated how teachers navigated shifting instruction to remote settings, engaged students, assessed and monitored their progress, and managed challenges. Guided by the technological pedagogical and content knowledge (TPACK) framework, findings revealed that teachers leveraged a combination of technological, pedagogical, and content knowledge to adapt their instruction. Despite …

A Qualitative Study For Parental Involvement In Middle School: Perspectives Of Parents And Teachers, Twana Ivory

Theses and Dissertations

This applied dissertation was designed to examine the barriers contributing to low parental involvement in a selected middle school. Parental engagement has been widely linked to student academic success and positive behavior outcomes; however, involvement tends to decline as students enter middle school. The purpose of this study was to explore the experiences and perceptions of educators and parents regarding parental involvement, identify the challenges families face, and discover opportunities to strengthen school-family collaboration.

The researcher employed a qualitative research design using a phenomenological approach. Semi-structured interviews were conducted with eleven participants, including six middle school teachers and five parents. …

Using The Foundational Numeracy Transformation Cycle To Gain Insights And Perspectives On Teaching And Learning, Brooke Custis

Murray State Theses and Dissertations

The Foundational Numeracy Transformation Cycle (FNTC) was created in part to increase the percentage of students with disabilities performing at or above grade level in middle school mathematics. Through professional development and support, the FNTC worked within regional co-ops to increase math proficiency at all grade levels by building instructional capacity in primary educators. In addition to increasing student proficiency, the FNTC also aimed to enhance educator confidence in implementing Mathematical Teaching Practice (MTP) #2. This study used quantitative analysis to determine that participation in the FNTC had no statistically significant effect on student achievement. This study also explored the …

Cultivating Counter-Stories To Deficit Narrative Of Students: A Literacy Problem Of Practice, Amanda Brown

Theses and Dissertations

In urban schools across the United States, literacy outcomes remain inequitable, especially for BIPOC students and those living in poverty. In District 17, the mandate to rigidly implement a purchased curriculum resource reinforces deficit-oriented views of student ability and limits teachers’ professional agency to adjust instruction based on formative data. As a result, instruction becomes disconnected from student needs and identities, further exacerbating literacy inequities.

Guided by Mintrop’s cycle of inquiry, this qualitative study examined how participation in a 90-day inquiry cycle influenced the narratives teachers constructed about their students’ literacy abilities. Kindergarten through third grade teachers collaboratively planned and …

The Impact Of Bilingual Teacher License, And Years Of Experience On Bilingual Student Reading Achievement Across Multiple-Grade Levels, Cuauhtemoc D. Reyes

Theses and Dissertations

The body of literature had an ongoing debate of which certification or license type had a greater impact on student achievement. Nevertheless, there were insufficient studies that focused on the impact of certification type and years of experience in the Bilingual camp. Therefore, the purpose of this dissertation was to explore the findings of the various impact Bilingual teacher license, years of experience, and both Bilingual license and years of experience had on Bilingual student reading achievement. Hence, the dissertation used a quantitative causal-comparative design and explored the research questions. The findings varied from grade levels, school years, and languages. …

From Unprepared To On Track: Closing The Kindergarten Readiness Gap By Using A Team-Based Approach To Implement A Multi-Tiered System Of Supports (Mtss) Framework With Fidelity, Erica Filipiak

Theses and Dissertations

We live in a world where preschool and even kindergarten are optional years in schooling, only perpetuating the problem of incoming kindergartener students systemically lacking foundational skills necessary to successfully begin their academic careers. Access to quality preschool is an equity problem that needs to be discussed and researched. Preparing a student to enter kindergarten with the appropriate foundational academic skills does not just set them up for kindergarten success, but also for success in future grade levels. Therefore, a co-design team focused a problem of practice at an elementary school to provide the kindergarten teacher with additional support by …

Improving Student Behavior And Safety On Bus Route 40 Through A Team-Based Climate Intervention, Kathleen M. Lopez Rodriguez

Theses and Dissertations

Student transportation is a daily yet often overlooked component of school climate, safety, and equity. This Dissertation in Practice (DiP), aligned with Carnegie Project on the Education Doctorate (CPED) principles of inquiry, collaboration, and continuous improvement, examined how a structured, team-based intervention could improve student behavior and bus climate on Bus Route 40 at Pinecrest Primary School. Guided by improvement science principles and grounded in a commitment to equity, the study applied a 90-day Plan–Do–Study–Act (PDSA) cycle to test and refine strategies aimed at fostering safety, belonging, and accountability among students. The intervention organized students into color-coded teams that earned …

Building Student-Teacher Relational Trust Through The Promotion Of Student Voice Initiatives, Scott Scherquist

Theses and Dissertations

This Dissertation in Practice investigated how student voice initiatives can strengthen student–teacher relational trust within an urban Pre-kindergarten through eighth grade (PreK-8) school serving a predominantly Black student population. Grounded in Khalifa’s (2018) Culturally Responsive School Leadership framework, the study implemented a 90-day cycle of inquiry focused on a three-part pathway intervention: the establishment of a Student Voice Committee, professional development on culturally responsive practices, and Student Consultation for School Change. A convergent mixed methods design was employed, combining two administrations of the 5Essentials Survey with pre- and post-intervention interviews of students and teachers. Findings revealed disparities between student and …

Turning The Page On Toxic Friendships: How Stories Can Transform Female Friendships, Ericka Renee Bush

Theses and Dissertations

Relational aggression, subtle behaviors such as gossip, exclusion, and social manipulation, can significantly undermine female students’ sense of belonging, peer relationships, and engagement in school. At Sinclair Intermediate School, Illinois 5Essentials Survey data revealed a sharp decline in peer relationship scores among female students, along with evidence gathered through student interviews, analysis of bullying report forms, and observation from an SEL lesson. This Dissertation in Practice investigates how a targeted intervention, Turning the Page on Toxic Friendships: How Stories Can Transform Female Friendships, can strengthen female peer relationships through bibliotherapy. Grounded in Carnegie Project on the Education Doctorate principles and …

Exploring Winnie-The-Pooh For Florida's Resiliency Standards And Social-Emotional Learning Dimensions To Create Literature-Based Activities For The Primary Classroom, Madison R. Simonds

Honors Undergraduate Theses

The intent of this thesis is to examine the intersections between the Florida Resiliency Standards and the social-emotional dimensions established by the Collaborative for Academic, Social, and Emotional Learning (CASEL), as reflected in A. A. Milne’s Winnie-the-Pooh. Through an analysis of key traits within the text, this study explores how children’s literature can serve as an effective tool for fostering social-emotional learning in the primary classroom. By integrating SEL principles with literary instruction, educators can strengthen students’ emotional awareness, interpersonal skills, and resilience. Additionally, this thesis presents a series of instructional activities designed to support teachers in incorporating Winnie …

Informal Mentoring In A Community Of Practice: Viewing Beginning Teacher Needs Through The Eyes Of Experienced Educators, Caroline Corell Murray

Theses, Dissertations and Culminating Projects

This qualitative study examined the informal mentoring of beginning elementary teachers through the lenses of experienced teachers and principals. Current research and statistics indicate that teacher shortages and difficulties retaining new teachers in the profession are ongoing concerns for U.S. schools. Induction support for beginning teachers, and particularly formal mentoring, has been found to promote teacher retention. However, little research has focused on the informal mentoring provided to beginning teachers by their more experienced counterparts, or the role school leaders play in facilitating informal mentoring. The purpose of this study therefore was twofold: first, to gain the perspective of experienced …

Harmony Or Discord? A Study On The Alignment Between National Objectives And Reformed Social Studies Textbooks In Egypt, Lina Yehia

Theses and Dissertations

Education systems, in many parts of the world, have served as a channel for communicating national goals to students, and Egypt has not been an exception. This study examines how public textbooks effectively align with equipping future generations of Egyptians to fulfill the nation’s development policy goals set for 2030. Utilizing a qualitative research design, this study employed textbook and document analyses of the published national policy goals of the current administration, along with the most recently reformed social studies textbooks of Grades 4, 5, and 6, a product of EDU 2.0. Based on an analysis of national documents, the …

อนาคตภาพของหลักสูตรและการจัดการเรียนรู้ฐานสมรรถนะ กรณีศึกษาโรงเรียนประถมศึกษาขนาดเล็ก, อิทธิกร บุนนาค

Chulalongkorn University Theses and Dissertations (Chula ETD)

การวิจัยครั้งนี้มีวัตถุประสงค์เพื่อ 1. ศึกษาสภาพปัจจุบันของการใช้หลักสูตรและการจัดการเรียนรู้ฐานสมรรถนะในโรงเรียนประถมศึกษาขนาดเล็กในสังกัดสำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน และ 2. สังเคราะห์อนาคตภาพของการใช้หลักสูตรสถานศึกษาฐานสมรรถนะในโรงเรียนประถมศึกษาขนาดเล็กในสังกัดสำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน การวิจัยใช้ระเบียบวิธีวิจัยแบบผสมผสาน ภายใต้กรอบการวิจัยเชิงอนาคต กลุ่มตัวอย่างเป็นครูผู้สอนในโรงเรียนประถมศึกษาขนาดเล็ก จำนวน 420 คน ซึ่งได้จากการสุ่มแบบแบ่งชั้นตามภูมิภาค เครื่องมือที่ใช้ในการวิจัยคือแบบสอบถามเกี่ยวกับการจัดหลักสูตรและการจัดการเรียนรู้ฐานสมรรถนะ ซึ่งผ่านการตรวจสอบความตรงเชิงเนื้อหาและมีค่าความเชื่อมั่นในระดับสูง การวิเคราะห์ข้อมูลเชิงปริมาณใช้สถิติเชิงพรรณนา ขณะที่ข้อมูลเชิงคุณภาพได้จากผู้บริหารและครูผู้สอนในโรงเรียนประถมศึกษาขนาดเล็ก จำนวน 9 คน นำมาวิเคราะห์และสังเคราะห์เพื่อใช้เป็นฐานข้อมูลในการสร้างฉากทัศน์อนาคต การสังเคราะห์ภาพอนาคตของการใช้หลักสูตรสถานศึกษาฐานสมรรถนะในโรงเรียนประถมศึกษาขนาดเล็กสามารถจำแนกออกเป็น 3 ฉากทัศน์ ได้แก่ (1) ฉากทัศน์ของการเปลี่ยนผ่านแบบค่อยเป็นค่อยไป (incremental change scenario) ซึ่งสะท้อนการปรับการดำเนินงานภายใต้ข้อจำกัดเชิงโครงสร้างและเชิงระบบ (2) ฉากทัศน์ของโรงเรียนที่สามารถพัฒนาได้อย่างเป็นรูปธรรม (transformative scenario) ซึ่งโรงเรียนสามารถขับเคลื่อนการใช้หลักสูตรฐานสมรรถนะได้อย่างชัดเจนเมื่อได้รับการสนับสนุนที่เหมาะสม และ (3) ฉากทัศน์ของโรงเรียนที่ยังคงรูปแบบเดิมเป็นหลัก (business as usual scenario) ซึ่งการดำเนินงานด้านหลักสูตรและการจัดการเรียนรู้มีการเปลี่ยนแปลงอย่างจำกัด ผลการวิจัยชี้ให้เห็นความจำเป็นของการพัฒนากลไกสนับสนุนที่สอดคล้องกับบริบทของโรงเรียนประถมศึกษาขนาดเล็ก เพื่อให้เอื้อต่อการขับเคลื่อนหลักสูตรฐานสมรรถนะในระยะยาว

Afghan Students Are More Than Just English Learners, Farilla Saboor

Cal Poly Humboldt theses and projects

This thesis examines the strengths that Afghan students and their families bring to U.S. schools and how these strengths are often overlooked. Drawing on my experience as an Afghan immigrant, math teacher, and bilingual instructional aide, I explore how Afghan students, parents, and teachers describe these cultural, linguistic, and relational assets that shape students’ learning and sense of belonging. I use the Community Cultural Wealth (CCW) and Funds of Knowledge (FoK) as guiding frameworks to understand the aspirational, linguistic, familial, social, navigational, and resistant capital present in participants’ experiences (Moll et al., 1992; Yosso, 2005).

I conducted qualitative interviews with …

Taiwanese Elementary School Teachers’ Mindset Of Content And Language Integrated Learning (Clil) Instruction, Chin-Wen Chien

Journal of English Learner Education

Teachers need to undergo a mindset shift in language learning and teaching. This study used both qualitative and quantitative data to explore seven Taiwanese Content and language integrated learning (CLIL) teachers’ mindsets and led to the following major findings. First, the CLIL teachers had a stronger mindset regarding their instructional strategies, lesson preparations, and efficacy, compared to their more moderate mindset regarding their CLIL training and preparation. Secondly, the CLIL teachers had a different mindset regarding language use in their CLIL instruction due to their learners’ English proficiency levels. Finally, their lesson designs were lacking a 4Cs culture. Based on …

Digital Stories Of Resilience: A Case Study Of Urban Community College English Learners, Patricia George Hunter

Journal of English Learner Education

This study utilizes a qualitative case study approach to learn how project-based, digital storytelling (DST) voices the resilience of post-secondary English language learners (ELLs) attending a minority-serving, open-access, community college in New York City. Along with many studies that have examined the usefulness of DST in oral production, this research investigates whether project-based digital storytelling enhances students’ understanding of academic content related to resilience and conventional composition. Narrative inquiry (NI) research technique is the basis of the digital story project in an English as a Second Language (ESL) course. In this case, the study relies on observations and artifacts to …