Digital Commons Network^™

Teacher Autonomy And Collaboration: Achieving More Equitable Outcomes, Lucas Sun

School of Education and Leadership Student Capstone Projects

Collaboration and autonomy are core components of teaching. Collaboration may have become ubiquitous due to the rising prevalence of Professional Learning Communities, and autonomy has always been crucial for teachers to feel empowered and take ownership of their classrooms. Together, collaboration and autonomy each can impact student equity negatively and positively. The guiding question is then: How does teacher autonomy and collaboration affect student equity in the classroom? Reviewing literature found that teacher autonomy can cause stagnation in teaching practices or allow for meaningful differentiation. Collaboration can create rote compliance tasks or allow teachers to take risks to continuously improve. …

The Literary Games We Play: Science Fiction In The Teaching Of Secondary Science, Luiza Roos

School of Education and Leadership Student Capstone Projects

This project responds to a need for interdisciplinary approaches that merge literacy development with scientific inquiry, recognizing the challenges of engaging diverse learners in complex ecological and evolutionary content. Drawing from research in fiction-based learning (Wong et al., 2024), science fiction and science pedagogy (Bixler, 2007), role-playing games in education (Cheville, 2016), and culturally responsive teaching (Rodriguez & Morrison, 2019), the project aims to make science more accessible, inclusive, and relevant to students’ lived experiences. This capstone explores how science fiction novels, specifically The Kaiju Preservation Society by John Scalzi, can be effectively integrated into a secondary science curriculum to …

An Investigation Of Preservice And Novice Elementary Education Graduate Students’ Self-Efficacy Toward Teaching Engineering Design, Victoria Harkins Cameron

Theses and Dissertations

This mixed-methods action research study examined how an experiential learning–based pedagogical approach influenced the development of teaching engineering self-efficacy in preservice and novice elementary education graduate students. Grounded in Bandura’s self-efficacy theory and Kolb’s experiential learning cycle, the study examined the impact of mastery experiences, vicarious experiences, verbal persuasion, and affective states on shaping participants’ instructional self-efficacy. Data were collected using the Teaching Engineering Self-Efficacy Scale (TESS), written reflections, and a focus group. Engineering pedagogical content knowledge was the only TESS construct to show statistically significant gains, while qualitative findings indicated broader growth in self-efficacy and emotional readiness. The study’s …

The Effect Of An Interdisciplinary Project On Students’ Understandings Of Mathematical Interdisciplinarity: A Qualitative Action Research Study, Jaime Krause

Theses and Dissertations

The siloed nature of education has likely caused some high school students to not recognize the interdisciplinary nature of mathematics, leading them to misunderstand its relationship to other subject areas. A misunderstanding of mathematical interdisciplinarity can cause issues when these students approach interdisciplinary problems later in life. The purpose of this study was to observe, investigate, and analyze the ways in which students understand mathematical interdisciplinarity following a collaborative and interdisciplinary project. I implemented a descriptive qualitative action research approach to determine how a collaborative interdisciplinary project on NASA technology in a high school mathematics course affects students’ understandings of …

The Impact Of The Flipped Learning Approach On Student Engagement In A High School Chemistry Classroom, Alana Lyn Hicks

Theses and Dissertations

This mixed-methods action research study investigated the impact of the flipped classroom approach on student engagement and attitudes within a science classroom. Data was collected using student-reported responses on the Classroom Engagement Inventory, Motivated Strategies for Learning Questionnaire, student journal entries, teacher reflective journals, and an observation tracking chart kept by the classroom teacher. Findings revealed that the flipped classroom model significantly increased affective and cognitive engagement among students in a larger class size, as well as for medium-achieving students and girls. These results suggest that while the flipped classroom has the potential to enhance engagement, its effectiveness is influenced …

Examining The Impact Of Teacher Participation In Pedagogical Content Knowledge Development Intervention On The Academic Achievement Of Culturally And Socioeconomically Diverse Students, Emelyne Viteve Baucicaut

Theses and Dissertations

This action research study examines the impact of a Pedagogical Content Knowledge (PCK) intervention on elementary teachers' instructional practices and student outcomes in Math and English Language Arts (ELA). The goal was to address student underperformance by enhancing teachers' PCK and exploring how improved content knowledge and pedagogical strategies influence classroom teaching and student achievement. Using a concurrent mixed-methods design, baseline data were collected through surveys, classroom observations, and student assessments. Over five weeks, teachers participated in professional development focused on lesson planning, student exemplars, and success criteria. Due to scheduling constraints, computer-based assessments were replaced by analyzing student work …

Who Do I Want To Become?: Validating Identity As A Key Component Of A Teacher Leadership Framework, Denae Kizys

Theses and Dissertations

Historically, teaching has been a solitary profession within a hierarchy, where educators work in isolation and their roles are primarily focused on instruction. However, as education has evolved, especially post COVID-19, there is a shift towards a need for a more collaborative, ecosystem-based approach, where teachers are not only in their classrooms but acting as teacher leaders within this ecosystem. This research aims to understand the development of teacher-leader identities through the use of the proposed, Ecosystem of Teacher Leadership Framework, which uses elements of self-leadership, recognition, and the ecosystem. Through both qualitative and quantitative methods, a survey-like interview was …

Action Research Integrating Heggerty’S Phonemic Awareness Instruction For Transfer Into Third-Grade Writing, Jennifer Elizabeth Jones

Theses and Dissertations

Writing requires the ability to encode phonemes to separate sounds to spell. Students who are mystified by print often find writing a laborious task. This action research investigated the impact of Heggerty's Bridge the Gap phonological instruction on third grade writing development, specifically focusing on elaboration. Recognizing that strong phonological foundations are crucial for both reading and writing success, this study addressed the gap in phonological instruction found in upper elementary grades. The research questions guided the research: What is the impact of phonological awareness instruction on third-grade students’ elaboration domain in writing? 2.) What are the third-grade students' perceptions …

Retaining Teacehrs In A Small, Rural District In A Post-Pandemic World, Sonya Murrah Bryant

Theses and Dissertations

This dissertation in practice uses improvement science to examine the system in an attempt to improve teacher retention. The improvement project centers around improving teacher retention in a small, rural school district in a post-pandemic world. The district in question saw a stark increase in teachers leaving the district after the pandemic. The improvement team consisting of six district certified staff members including the superintendent, the assistant superintendent for personnel and instruction, the director of special services, the public information officer, a primary school principal, and a teacher. After collaboratively designing a fishbone diagram and driver diagram to analyze the …

Development Of Teacher Leader Identities In Stem Teacher Leader Programs: Key Experiences From The Perspectives Of Program Developers And Program Completers, Paula Adams

Theses and Dissertations

The purpose of this qualitative case study was to add to the understanding of attributes of a STEM teacher leader project that contribute to the growth of STEM teacher leader identity. Single case study design was employed to explore key experiences in a collaborative Science Technology Engineering and Math teacher leader project and to explore how those experiences enhanced the teacher leader identity of participants. This research includes seven programs from six universities across the United States. The perceptions of two subunits, program developers and program completers, were considered. Data collection began with a document review which included initial university …

The Digital Forum: A Pedagogical Approach To Teaching College English Composition, Thomas Edward Plichta

Theses and Dissertations

This action research study focused on the identification of ways to improve the curriculum of freshman Writing Intensive Seminars using an innovative multimodal pedagogical methodology, the Digital Forum, in addition to formal papers and in-class writing. The research examined a Writing Intensive Seminar with approximately 20 students; There were two Research Questions for the present study. RQ1: How does the incorporation of the Digital Forum as a pedagogical approach in college freshman writing classes influence students' levels of behavioral, cognitive, and emotional engagement? RQ2: How does the incorporation of Digital Forums in freshman English Composition courses affect the quality of …

Promoting The Mathematical Success Of High School Geometry Students Through Project-Based Learning, Amanda Shankle-Erdman

Theses and Dissertations

This action research study explores the impact of project-based learning (PBL) on the mathematical success of high school geometry students, particularly those from low socioeconomic backgrounds. Students from low SES households often face challenges in acquiring foundational math skills, which in turn leads to low math-related self-efficacy and poor academic performance. The study aimed to determine whether implementing PBL enhances students' understanding of geometry, improves students’ math-related self-efficacy and anxiety, and changes students’ attitude toward math by creating real-world connections to their lived experiences. Using a convergent mixed-methods approach, the study collected both qualitative and quantitative data from high school …

The Impact Of Teachers’ Cultural Competence On Curriculum Development In Advanced English Courses, Rhine D. Kirkland

Theses and Dissertations

As student demographics become increasingly more diverse, it is imperative that classroom teachers are responsive to the needs of learners from varied backgrounds. The purpose of this study was to examine the impact of teachers’ cultural competence on their curriculum development in advanced English courses. This case study provided insight on the use of administrative instructional coaching as a professional learning approach to aid in teachers’ creation and implementation of culturally responsive curriculums based on the tenets of Culturally Relevant Pedagogy. The analysis and triangulation of survey, interview, document, and observation data yielded key themes regarding the considerations and conditions …

Cultural Competency Of Teachers And Its Effect On Their Instructional Practices, Martin Sims

Theses and Dissertations

Core content teachers at S Middle School participate in a study that reveals how increased cultural competency levels among 7^th-grade core content teachers positively influences their instructional practices. The increased cultural competency led to a more inclusive and effective learning environment across all core content areas. Throughout the study, teachers reflected on their own cultural identities while also considering the diverse cultural backgrounds of their students in each class period. As a result, teachers gained a deeper understanding of how cultural factors shape students' learning experiences and needs. The participants adjusted their teaching strategies to better connect with …

Exploring Professional Development Of Expatriate Teachers In Kuwait Through Mentoring, Taji Abdul-Raheem

Theses and Dissertations

Professional growth as a teacher is fundamental for teacher retention and an overall determinant of favorable student outcomes. Academic research underscores professional development as an indicator of success for a school’s success as well. Expatriate teachers in Kuwait, who comprise a significant portion of the workforce, come from various backgrounds and levels of readiness for teaching in a contextually and culturally unfamiliar setting. Due to how teachers are hired and approved for teaching without induction, an implementation for continuous professional development has yet to be materialized for teachers in the private sector. This qualitative study leverages Improvement Science to diagnose …

Bridging The Gap: Implementation And Perception Of High-Leverage Practices Among General And Special Educators, Jacqueline Ann Viotto

Theses and Dissertations

This dissertation explores the use and perception of High Leverage Practices (HLPs) among general and special education teachers within educational settings. Utilizing a concurrent mixed-methods research design, the study integrates quantitative surveys and qualitative interviews to examine how HLP knowledge and use by educators. This dissertation investigates the knowledge and use of HLPs in inclusive settings through the following research questions:

1. What is the self-reported knowledge and use of HLPs by teachers?

2. What are the differences in self-reported knowledge and usage of HLPs in inclusive environments when comparing general education and special education teachers?

3. How do general …

A Study Of Ci3t Implementation: Middle School Ela Teachers' Perceptions Of Tier 1 Academic Practices On Student Performance, Martha Kathryn Jenkinson

Theses and Dissertations

The purpose of this mixed methods action research study was to understand teachers’ perceptions of Ci3T tier 1 academic practices following the first year of implementation. Tier 1 instruction, delivered primarily by classroom teachers, is meant to meet the needs of a majority of students. Understanding teachers’ perceptions of program implementation, as well as reviewing student data to seek impacts of Ci3T on student learning, are important considerations when deciding how to improve the system. This study focused on the experiences and perceptions of English Language Arts teachers and Special Education teachers who work in ELA classes.

Data were gathered …

The Impact Of Social Emotional Learning (Sel) Lessons On Students’ Mental Health Surrounding Standardized Testing, Margaret Denning

Theses and Dissertations

This qualitative action research examined the emotional impacts of standardized testing on 4th and 5th graders and the effects of targeted social-emotional learning lessons in a Title 1 school. Pre- and post-intervention data were gathered through surveys (Children’s Test Anxiety Scale) and focus group interviews. By employing thematic and narrative analysis, findings revealed significant initial cognitive anxiety, physical symptoms, and difficulties in self-regulation. Following the SEL intervention, the data indicated that students exhibited improved emotional resilience, reduced anxiety symptoms, and enhanced coping skills. Although the SEL interventions enhanced overall emotional well-being, anxiety was not fully eliminated. This study highlights the …

Hearing All The Colors: Stories Of Engagement From Teachers' Perspectives, Carolyn Allison

Theses and Dissertations

This qualitative case study documented four high school English II End of Course teachers' stories about student engagement in the classroom. Students of color, in particular, have been maligned for underperformance on state-mandated tests. Instead of focusing on the despairing headlines and data, this study focused on how teachers follow the state standards and district curriculum guides to increase success. The teachers' authentic voices on student engagement shine through their stories. Student engagement is not a one-size-fits-all scenario which these teachers prove.

The teachers' stories served as the data for this study. The data was viewed through the lens of …

Developing Mathematical Thinking And Reasoning For Students With Disabilities Through Professional Learning Communities, Dawn Pilotti

Theses and Dissertations

Professional learning communities (PLCs) are designed to improve learning outcomes for all students through educator collaboration. Guided by systems theory and supported by social cognitive, social practice and change theories, this longitudinal participatory action research study explored the development of an interdepartmental PLC, and its impact on mathematics teachers’ practices and students’ performance. Additionally, this study explored the relationship between participation in the PLC and participants’ collective efficacy. The study was conducted at a school for students with learning disabilities. The PLC included Grade 5 and Grade 6 mathematics teachers, occupational therapists, speech and language pathologists, a mathematics specialist, reading …

Essential Characteristics And Perceived Needs Of Teachers And School Leaders Of Steam-Focused Elementary Schools: An Exploratory Study, Christopher Abbaleo

Theses and Dissertations

While STEAM (science, technology, engineering, arts, and mathematics) education has traditionally been emphasized at the high school level, there is growing recognition of its importance in elementary education. This exploratory, action research multiple-case study identified the essential characteristics of two STEAM-focused elementary schools and how they are operationalized as well as the perceived needs of teachers and school leaders working within the schools. Within-case analyses and a cross-case synthesis revealed both common and distinct STEAM-focused curricular approaches, along with other commonalities such as enriching co-curricular offerings, connections to STEAM careers, professional development, teacher collaboration, visionary leadership, and networking with external …

Apathy Or Agency: Exploring Civic Engagement With Ap Psychology Students, Regina Dilley

Theses and Dissertations

Sensing my high school students’ apathy toward civic engagement, I used a community of inquiry framework to address this problem of practice. Through mixed-methods action research, I explored participants’ perspectives on community, civic engagement, and their involvement in both spheres. A community of inquiry framework was the foundation for my research questions, and as I collected data, I launched an intervention based upon my findings. Although the results of this study were not statistically significant and are not generalizable, I collected a wealth of survey, interview, and reflection data from 48 students across two classes. Analysis grounded in my observations …

Understanding Community College Students’ Thoughts And Motivations Regarding Tutoring In An Undergraduate Mathematics Course, Whitney Paige Cherekos

Theses and Dissertations

This mixed-methods study examines community college students’ thoughts and motivations regarding tutoring, with the aim of identifying disparities in tutoring utilization and engagement at a community college in North Carolina. The purpose of the dissertation is to evaluate tutoring effectiveness and explore students’ perceptions of tutoring. The findings of this study led to proposed solutions to reduce or eliminate the barriers that today’s community college students encounter when needing academic support.

To evaluate tutoring effectiveness, I collected quantitative data from institution registration reports, transcripts, tutoring logs, and an anonymous student survey for students enrolled in multiple sections of a single …

Seeding Science: Exploring Impacts From Interdisciplinary Project-Based Learning Experiences On Preservice Teachers Science Teaching Self-Efficacy, Kathryn Ruth Madden

Theses and Dissertations

Early childhood and elementary education preservice teachers often report having limited firsthand experiences in constructivist, inquiry-based science instruction. This can be a factor in contributing to nervous or anxious feelings about teaching science to young learners. To address this critical problem, this study explored the impact of interdisciplinary project-based learning (PBL) experiences on preservice teachers' selfefficacy. The study extended over six weeks of the preservice teachers' science methods courses. The early childhood participants engaged in interdisciplinary PBL by designing and exploring schoolyard gardens. The elementary participants investigated the local saltmarsh ecosystem focusing on the plants and animals. The PBL experiences …

From Chalk Dust To Destiny: Race, Gender, Hair, And The Making Of My Stem Identity, Angela Gaines Hill

Theses and Dissertations

This critical autoethnography explored the evolving STEM identity of myself as a Black female student and educator and examined how race, gender, and hair politics intersected to shape experiences within predominantly white institutions. Guided by a two-fold framework of Critical Race Theory (CRT) and Transformative Leadership Theory (TLT) , I posed two research questions: 1) How has my STEM identity as a Black woman evolved over time through my experiences as a student and educator?; 2) In what ways does my current STEM identity as a Black woman, as understood through reflective practices, inform my pedagogical approaches and mentoring of …

Self-Efficacy And Mathematical Identities In A Rural Georgia Middle School Classroom, Gavin Wilson

Theses and Dissertations

Even into adulthood, some people have a strong resentment of math. Their beliefs toward their mathematical abilities have created a fear of the subject, resulting in an avoidance of anything math-related. These thoughts and beliefs regarding math and mathematical abilities begin somewhere along an individual’s academic journey in a math classroom. This action research study, using a mixed-methods approach, attempted to uncover the origins and development of self-efficacy and mathematical identities in rural eighth-grade students. Furthermore, this study explored ways that a teacher can influence these sets of beliefs and examined the impact on academic performance. The framework used to …

Ready Or Not? Predicting Readiness For And Success In Eighth-Grade Algebra I, Samantha N. Staples

Doctor of Education (Ed.D)

In recent years, enrollment in Algebra I in eighth grade has increased as middle schools have administratively placed more students in the class as an opportunity to earn high school credit before entering high school. However, many students are not ready to take Algebra I in eighth grade and are unsuccessful. Framed by Piaget’s (1936) theory of cognitive development and Vygotsky’s (1978) theory of the zone of proximal development, the purpose of this study was to determine which academic factors best predict Algebra I readiness and Algebra I success for eighth-grade students taking Algebra I in one Southwest Florida school …

Realism, Instrumentalism, And The Language Of Science Teaching: A Quantitative Study, James M. Almand

Doctor of Education (Ed.D)

The purpose of this quantitative, non-experimental, correlational study was to investigate how science educators' epistemological orientations, specifically, their leanings toward realism or instrumentalism, influence the degree of certainty in their instructional language. The study addressed a significant gap in science education literature by empirically analyzing whether educators' philosophical beliefs about the nature of scientific knowledge predict the language they use when teaching science. Data were collected through a researcher-developed survey, the Science Educators' Epistemological Beliefs and Classroom Language Practices Survey, which measured participants' epistemological positions and linguistic tendencies across a sample of current and former science educators in the United …

The Impact Computer-Assisted Learning Has On Elementary Students Mastering Math Standards, Amanda Geelan

Master's Theses & Capstone Projects

Math fact fluency is a fundamental skill students need to become proficient in to engage in higher-level math skills. For many students, learning their math facts and becoming fluent in them can be a challenge. This inquiry-based research study aims to determine if the use of computer-assisted learning programs such as Math Fact Lab can help educators meet the varying needs of their students while also making learning math facts an engaging and personalized educational experience for students. The study utilized a quantitative approach, using both Math Fact Lab placement test scores as well as data from the learning levels …

Personalized Learning Strategies In The Classroom, Kendra Carlson

Master's Theses & Capstone Projects

Personalized learning is essential for students to be more engaged and have higher achievement in the classroom. There are too many students who are struggling in the classroom with staying engaged and this is then leading to students struggling with their learning. Research has shown that personalized learning strategies can provide promising outcomes for students who are struggling in the classroom. This inquiry-based research study aims to determine if personalized learning strategies can help struggling learners to be engaged and learn in the classroom. The study utilized a qualitative approach, using both teacher surveys and observations of a summer school …