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The Pedagogical Impact Of Secondary Science Teacher Efficacy On Blended Learning Implementation: A Phenomenological Study, Allison Willemin
The Pedagogical Impact Of Secondary Science Teacher Efficacy On Blended Learning Implementation: A Phenomenological Study, Allison Willemin
CUP Ed.D. Dissertations
As new pedagogical approaches, such as blended learning, are implemented in classrooms, it is important to properly prepare the teachers to ensure fidelity of implementation. The descriptive phenomenological study examined the influence of secondary science teacher efficacy on overcoming obstacles and sustaining the Blended Learning pedagogical approach at a high school in the southern United States. Using purposeful sampling based on specific criteria nine teachers were selected to participate in the study. Through two interviews and a focus group, the researcher collected data based on the participants’ shared experience of implementing the flipped classroom instructional model. The data was themed …
Secondary Teachers’ Descriptions Of Blended Learning And Professional Development: A Case Study, Melinda Payton
Secondary Teachers’ Descriptions Of Blended Learning And Professional Development: A Case Study, Melinda Payton
CUP Ed.D. Dissertations
Teachers who were born before the proliferation of computers are a large part of the education workforce. Therefore, it is important to understand how that group of teachers describes the use of technology in their classroom, as well as professional development that they have taken which focused on the implantation of blended learning in their classrooms. The purpose of the qualitative descriptive single case study was to understand how teachers describe technology and blended learning in their classrooms, as well as their descriptions of professional development that focuses on technology regarding blended learning. The overlying research question for the study …
A Single Case Study Of Blended Learning In A Colorado Middle School, Dave W. Baker
A Single Case Study Of Blended Learning In A Colorado Middle School, Dave W. Baker
CUP Ed.D. Dissertations
The purpose of this single case study was to investigate the perceptions of teachers and administrators on the impact of a three-station rotation model of blended learning in a Colorado middle school. The study includes any benefits and drawbacks realized through “Hazleton” Middle School’s instructional shift to blended learning, specifically whether there is evidence that teachers and administrators perceive an improvement with students’ ability to grasp academic concepts, develop self-advocacy and self-efficacy skills, increase engagement, and reduce and prioritize teacher preparation time. The study was conducted using a focus group interview with three school administrators, interviews with 16 teachers, and …
Blended Learning In Middle School Art: A Qualitative Case Study, Michele Mars
Blended Learning In Middle School Art: A Qualitative Case Study, Michele Mars
CUP Ed.D. Dissertations
The purpose of this exploratory qualitative case study was to explore the actions of one middle school art teacher implementing blended learning methods in an eighth grade art class to understand what effect the art teacher perceives blended learning has on eighth grade middle school art students’ engagement in the subject matter. Mezirow’s Transformational Theory was the framework that guided the study. The study was conducted in a rural middle school located in the Midwest region of the United States over a nine-week period focusing on one middle school art teacher and an eighth grade art class using blended learning …