Education Commons^™

Student-Centered, Interaction-Based, Community-Driven Language Teaching, Sharon Lyman

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

This portfolio is a compilation that highlights some of the author’s accomplished work while in the Master of Second Language Teaching (MSLT) program at Utah State University (USU). Organized into sections that reflect the author’s teaching and research perspectives as a MSLT graduate student and instructor, who taught intensive English reading, writing, and conversation courses for the Intensive English Language Institute (IELI).

In the first section, teaching perspectives, the author describes her desired professional environment, shares her personal teaching philosophy statement, and accounts for her professional development through classroom observations. In the second section, research perspectives, two research papers and …

An Interpretive Phenomenological Analysis Of Teachers' Perspectives Of Differentiated Instruction In K-3 Inclusion Classrooms, Julie Franklin

Walden Dissertations and Doctoral Studies

Researchers have addressed teachers' perspectives of differentiated instruction or teachers' perspectives on inclusion classrooms, but there was limited research on the combined topics of teachers' perspectives of differentiated instruction in inclusion classrooms. This interpretative phenomenological analysis used one to one interviews and reflective journals to explore nine teachers' perspectives of differentiated instruction in K-3 inclusion classrooms. The study's conceptual framework was comprised of Vygotsky's social constructivist theory and Piaget's theory of cognitive development. The research question and sub-questions asked about the challenges and successes teachers encountered in planning and implementing differentiated instruction in K-3 inclusion classrooms, and what teachers believed …

The Impact Of Technology Enhanced Learning On Pedagogy: A Case Study, Seth James Ismil

Walden Dissertations and Doctoral Studies

Despite the growing trend of technology-enhanced learning (TEL) tools being integrated into pedagogy, there have been challenges preventing the transformation of pedagogy. This has included limited research on understanding why the increase in TEL integration has not resulted in movement from replacing to transforming pedagogy. The purpose of this qualitative explanatory single case study was to determine why teachers integrating TEL tools and applications have not done so in a way that transforms how teaching and learning occur. The conceptual framework of replacement, amplification, and transformation was used to examine levels of integration in this study. Participants were seven teachers …