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Articles 1 - 30 of 119
Full-Text Articles in Elementary Education
Predicting Fourth-Grade Mathematics Performance: Disability Status And Udl-Aligned Pedagogy In Inclusive Elementary Classrooms, Shannon W. Davis
Predicting Fourth-Grade Mathematics Performance: Disability Status And Udl-Aligned Pedagogy In Inclusive Elementary Classrooms, Shannon W. Davis
Doctoral Dissertations and Projects
This quantitative, non-experimental, predictive correlational study examined the extent to which student disability status and mathematics instructional pedagogy predicted fourth-grade mathematics performance in inclusive elementary classrooms. Persistent mathematics achievement gaps between students with disabilities and their nondisabled peers highlight the need to identify instructional and student-level predictors of academic outcomes. The sample consisted of 109 fourth-grade students from inclusive elementary classrooms in a large southeastern public school district. Mathematics performance was measured using the Winter i-Ready Diagnostic Assessment for Mathematics scores. In contrast, instructional pedagogy was measured using a validated teacher self-report survey assessing alignment with Universal Design for Learning …
Valuing Music Education: A Comparative Study Of Elementary Programs In Canada And The United States, Johanna Katelyn Hatt
Valuing Music Education: A Comparative Study Of Elementary Programs In Canada And The United States, Johanna Katelyn Hatt
Doctoral Dissertations and Projects
Music education is widely recognized as an important component of a well-rounded education and is frequently associated with numerous educational, social, and developmental benefits. Despite this perceived value, support for music education remains inconsistent across elementary school contexts. Differences in funding, instructional time, and administrative priorities raise questions about how the value of music education is understood and enacted within schools. The purpose of this qualitative comparative study was to examine how music education is valued within elementary schools in Canada and the United States. Guided by Comparative Education Theory, interviews were conducted with elementary music educators to better understand …
Empowering Elementary Music Students To Compose And Perform With Ipad, Matthew Martin Massengale
Empowering Elementary Music Students To Compose And Perform With Ipad, Matthew Martin Massengale
Doctoral Dissertations and Projects
iPad is a popular device commonly used an educational tool, yet little information is available about how iPad can be used to supplement gaps in music education in elementary classes. It is widely accepted that music education increases student achievement across multiple curriculums: therefore, any techniques and tools available to deliver music lessons that may close gaps in access to quality music education are important to study and understand. Through qualitative research techniques, this study will examine and analyze the efficacy of using iPad in music lessons. Students will access music history and theory through apps installed on iPad. Students …
Students Drive Instruction: Play-Based Learning For School Readiness, Sheri L. Showalter
Students Drive Instruction: Play-Based Learning For School Readiness, Sheri L. Showalter
Doctoral Dissertations and Projects
The purpose of this multiple case study was to explore the perspectives of integrating play with standards for promoting executive functions in kindergarten in two different schools in Japan. For this research, the integration of play with standards is defined as directed goals and expectations from governing schools/districts while still allowing child-centered, hands-on, collaborative play in kindergarten. The theory guiding this study is sociocultural theory. The central research question is: How do teachers implement developmentally appropriate activities that support executive functions for school readiness in two different kindergarten programs in Japan? This multiple case study explored the challenges and successes …
The Predictive Relationship Between Teachers’ Knowledge Of Developmental Dyslexia And Literacy Self-Efficacy Among General Education Teachers: A Predictive Correlational Study, Robyn Nicole Mcclellan
The Predictive Relationship Between Teachers’ Knowledge Of Developmental Dyslexia And Literacy Self-Efficacy Among General Education Teachers: A Predictive Correlational Study, Robyn Nicole Mcclellan
Doctoral Dissertations and Projects
This quantitative, predictive correlational study explored the relationship between teachers' knowledge of dyslexia and their literacy self-efficacy instruction in the general education classroom. The study is important because when a teacher is not confident in teaching literacy to this special-needs population, they are less likely to provide appropriate and effective interventions and accommodations. The sample of this study consisted of 111 public school general education teachers from multiple school districts across multiple states. A convenience sample of 111 participants was given two scales: Knowledge and Beliefs About Developmental Dyslexia (KBDDS) and the Teachers' Sense of Efficacy for Literacy Instruction (TSELIS). …
A Culture Of Care: A Transcendental Phenomenological Study Of Trauma-Informed Practices Among Teachers In Christian Elementary Schools, Christina Michelle Miller
A Culture Of Care: A Transcendental Phenomenological Study Of Trauma-Informed Practices Among Teachers In Christian Elementary Schools, Christina Michelle Miller
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to describe the perceptions and utilization of trauma-informed practices of Christian elementary school teachers in classrooms in the southeastern United States. The theory guiding this study was Bronfenbrenner's bioecological model of human development, as it highlights how teachers are instrumental in promoting developmentally healthy practices for trauma-affected children through building relationships and interacting with others at varying levels of their ecosystem. The study was designed to answer the following central research question: How do elementary Christian school teachers utilize trauma-informed practices in the classroom? The study used a qualitative transcendental phenomenological design …
Teachers' Lived Experiences Addressing The Benefits And Challenges Of Screen Based Technology Use In The Classroom: A Transcendental Phenomenological Study, Amanda M. Thompson
Teachers' Lived Experiences Addressing The Benefits And Challenges Of Screen Based Technology Use In The Classroom: A Transcendental Phenomenological Study, Amanda M. Thompson
Doctoral Dissertations and Projects
The researcher explored Title I elementary school teachers’ lived experiences in addressing the challenges and benefits of screen based technology (SBT) use in classroom spaces. Guided by Vygotsky’s (1978) sociocultural learning theory, a transcendental phenomenological approach was utilized by the researcher to explore the unique nuances of different learning spaces, buildings, and educational contexts. As SBT has become indispensable to modern education practitioners, teachers must balance the benefits to student learning with screen fatigue, reduced interpersonal interaction, and access disparities. The central research question states: How do Title I elementary school teachers describe their lived experiences in addressing SBT use …
A Qualitative Study Exploring Experienced K-5 Teachers' Perceptions Implementing The Science Of Reading, Christian Brady Cook
A Qualitative Study Exploring Experienced K-5 Teachers' Perceptions Implementing The Science Of Reading, Christian Brady Cook
Doctoral Dissertations and Projects
The purpose of this hermeneutic phenomenological study was to understand the lived experiences of implementing the SoR for experienced K-5 teachers at Carlton County School System in rural Georgia. This study was guided by Bandura’s social cognitive theory, which was utilized to explore the lived experiences of experienced K-5 educators who were required to implement the SoR strategies into their literacy instruction. This hermeneutic phenomenological study used a qualitative research design to explore the following research question: What are the perceptions of experienced K-5 teachers implementing the science of reading? A combination of experienced K-5 teachers from three Title I …
A Causal-Comparative Study Of Teachers’ Growth Mindsets In Low, Middle, And High Socioeconomic Schools, Molly Bettencourt-Courtright
A Causal-Comparative Study Of Teachers’ Growth Mindsets In Low, Middle, And High Socioeconomic Schools, Molly Bettencourt-Courtright
Doctoral Dissertations and Projects
The purpose of this quantitative, causal-comparative study was to determine if a significant difference exists among teachers’ growth mindsets among those teachers employed at low, middle, or high socioeconomic status schools. This study is important because teachers’ growth mindsets have an impact on students’ academic achievement through factors such as motivation and self-efficacy. Research has demonstrated the correlation between belonging to a low socioeconomic status and poor academic achievement or learning. Therefore, this study adds to the literature regarding the effects of teachers’ growth mindset by examining the differences in mindset among teachers employed at low, middle, and high socioeconomic …
Exploring Academic Motivation In Students With Intellectual Disabilities Through The Experiences Of Teachers: A Phenomenological Study, Brett Franz O'Brien
Exploring Academic Motivation In Students With Intellectual Disabilities Through The Experiences Of Teachers: A Phenomenological Study, Brett Franz O'Brien
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to discover the lived experiences of teachers when addressing the academic motivation of elementary-aged children with intellectual disabilities in suburban Eastern North Carolina. The theory guiding this study was Ryan and Deci’s self-determination theory, which explains that people can be intrinsically motivated, extrinsically motivated, or have amotivation. The central research question of this hermeneutic phenomenology was “What are the lived experiences of teachers when addressing the academic motivation of elementary-aged children with ID in suburban Eastern North Carolina?” The study focused on the lived experiences of 10 teachers in Eastern North Carolina who …
A Qualitative Study: The Classroom Experiences For Teachers Integrating Stem At Title I Primary Schools, Cynthia Laverne Lundy
A Qualitative Study: The Classroom Experiences For Teachers Integrating Stem At Title I Primary Schools, Cynthia Laverne Lundy
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to discover the classroom experiences for teachers at Best Primary School. The theory guiding this study is Knowles’ adult learning theory, as it will offer a relationship between how adults learn and the classroom experiences of teachers implementing STEM integration. The central research question was: What are the lived classroom experiences for teachers integrating STEM at Title I primary schools? The hermeneutic study of the classroom experiences for teachers integrating STEM at a Title I primary school using the pseudonym Best Primary is appropriate. Purposeful sampling was used to interview teachers on-site and …
Mathematics Self-Efficacy And Achievement Among Elementary Students Who Participate In Extended Day Mathematics Programs: A Causal Comparative Study, Maria V. Kerr
Doctoral Dissertations and Projects
The purpose of this quantitative causal-comparative study is to examine whether there is a difference in mathematics self-efficacy and achievement among fourth and fifth-grade students who participate in extended-day mathematics programs versus those who do not. The study utilizes the Mathematics Interest Inventory (MII) and the iReady Mathematics Program to measure these variables. Student performance in mathematics is influenced by various factors, including motivation, interest, and self-efficacy. In response to learning loss from emergency school closures, schools nationwide have implemented extended-day programs to help close the achievement gap. Federal and local governments have allocated over $8 billion to support these …
Examining Literacy Habits, Reading Attitudes, And Literacy Perceptions Of College-Educated Black Men: A Case Study, Turkesshia D. Moore
Examining Literacy Habits, Reading Attitudes, And Literacy Perceptions Of College-Educated Black Men: A Case Study, Turkesshia D. Moore
Doctoral Dissertations and Projects
The purpose of this multiple-case qualitative study was to explore the literacy attitudes, reading habits, and literacy perceptions of college-educated Black men in North Carolina. The theory guiding this study is Freire’s Critical Literacy Theory (CLT). CLT supports educators in providing critical pedagogy, which includes critical thinking and critical text analysis. Participants in this study viewed literacy as a valuable life skill. They felt they would have had more positive literacy experiences during their K-12 schooling if they received culturally relevant and culturally responsive instruction. The central research question for the case study was: How do college-educated Black men describe …
Poverty And Education: A Hermeneutic Phenomenological Qualitative Study On Student–Teacher Relationships, Anthony J. Lee Jr.
Poverty And Education: A Hermeneutic Phenomenological Qualitative Study On Student–Teacher Relationships, Anthony J. Lee Jr.
Doctoral Dissertations and Projects
The purpose of this hermeneutic phenomenological study was to understand the perception of cultivating supportive teacher-student relationships among Black students for teachers at a school district in the Northeastern United States. At this stage in the research, cultivating supportive teacher-student relationships among Black students was defined as how teachers positively relate in the classroom in ways that positively affect academic outcomes. The theory guiding this study was student involvement theory (Astin, 1984). This theory explains how students change and develop through their motivational involvement with the institution, curriculum, and social atmosphere. The central research question was: What challenges do teachers …
Maintaining Elementary Student Engagement And Motivation During Stem Activities: A Phenomenology, Christopher Feiler
Maintaining Elementary Student Engagement And Motivation During Stem Activities: A Phenomenology, Christopher Feiler
Doctoral Dissertations and Projects
The purpose of this hermeneutic phenomenological study was to describe the lived experiences of maintaining student engagement and motivation during STEM activities in elementary classrooms across the United States. For this research, I applied Bandura's self-efficacy theory as my foundational framework. The study highlights that a teacher’s perception of their efficacy affects their instructional practices and the achievement levels that students reach in STEM disciplines. As such, the primary guiding research question in this case was framed as follows: In what ways do elementary educators articulate their experiences fostering engagement and motivation in students during STEM activities? Data collection for …
Teacher Preparation: A Multiple Case Study, Faith Mary Oluwatobi Peter
Teacher Preparation: A Multiple Case Study, Faith Mary Oluwatobi Peter
Doctoral Dissertations and Projects
The purpose of this case study was to explore the effects of teacher preparation programs for elementary teachers in the northeastern United States. At this stage in the research, the effects of teacher preparedness were generally defined as educators’ understanding of pedagogy in relation to their perceptions of student achievement. The theory that guided this study was self-efficacy theory (Bandura, 1977). The central research was: how prepared are teachers to enter the classroom after completing a teacher preparation program? This qualitative study used multiple case studies as the research design with a sample size of 10 – 15 participants. The …
Exploring Teacher Perception Of Student Engagement Within The Online Learning Environment: A Transcendental Phenomenology Study, Donia Frances Rinaldi
Exploring Teacher Perception Of Student Engagement Within The Online Learning Environment: A Transcendental Phenomenology Study, Donia Frances Rinaldi
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to understand the shared experiences of elementary teachers who foster engagement through social presence in virtual classrooms. The theory guiding this study is Whiteside’s social presence model as it relates to engaging students in their online studies. The central research question is, “What are the shared experiences of elementary teachers who use social presence to foster engagement in their virtual classrooms?” In this qualitative study, data was collected through individual interviews, focus groups, and letter-writing with 10 online teachers chosen from a purposeful sample in an online program. The analysis of data …
Exploring Elementary Mathematics Teachers’ Use Of Learning Analytics For Educating Black And Hispanic Students In Low Socioeconomic Schools: A Multiple-Case Study, Eboni Nichols
Doctoral Dissertations and Projects
The purpose of this case study was to understand the role of learning analytics with teachers who develop the mathematics skills of Black and Hispanic elementary students in Title I schools. The theory that guided this study was Mezirow’s transformative learning theory, as it provides a framework for how new information can transform adults' thinking and actions. The central research question that guided the study was: How do elementary teachers in Title I schools use learning analytics to develop the mathematics skills of Black and Hispanic students? The study was conducted using a multiple-case study design. Purposive sampling and snowball …
Teachers' Experiences Of Assessing Elementary Students: A Qualitative Phenomenological Study, Brittany Nicole Dawson
Teachers' Experiences Of Assessing Elementary Students: A Qualitative Phenomenological Study, Brittany Nicole Dawson
Doctoral Dissertations and Projects
This qualitative transcendental phenomenological study examines teachers’ experiences assessing elementary students in Southeastern North Carolina. This study is based on constructivist theory. Constructivism, with its collaborative founders, is a theory that focuses on the learner making meaning based on their experiences. This theory, though considered a learning theory, is imperative to this study as it helps to frame how educators make meaning from their experiences of assessing elementary students. The theory’s tenets create a guide for the mission of the study and form the research questions to be addressed. This is a qualitative phenomenological study. A qualitative design is based …
A Qualitative Hermeneutic Phenomenological Analysis Of Educator Perspectives On The Benefits Of Multisensory Instruction In Elementary Classrooms, April L. Tinoco
A Qualitative Hermeneutic Phenomenological Analysis Of Educator Perspectives On The Benefits Of Multisensory Instruction In Elementary Classrooms, April L. Tinoco
Doctoral Dissertations and Projects
The purpose of this hermeneutic phenomenological study was to explore the lived experiences of elementary teachers who have implemented multisensory instruction within their teaching practices, specifically in northern East Coast Florida kindergarten through third-grade classrooms. Multisensory strategies that use human senses are being looked at through teachers’ perceptions of this practice and how they influence student learning. The theory guiding this study is Shapiro’s embodied cognition theory (2019), which is based on the principle that cognitive processes are enhanced through learning that occurs because of interactions between the body and the environment. The central research question guiding this study is: …
Exploring Teacher Knowledge In Meeting The Expectations Of Integrated Content Language Development In Mathematics: A Descriptive Case Study, Carrissa Rozelaar-Miller
Exploring Teacher Knowledge In Meeting The Expectations Of Integrated Content Language Development In Mathematics: A Descriptive Case Study, Carrissa Rozelaar-Miller
Doctoral Dissertations and Projects
The purpose of this descriptive case study was to discover how knowledge is applied to meet the expectations of integrated content and language development in mathematics for Title I elementary teachers at an urban school district in the central United States. Halliday’s theory on systemic functional linguistics guided the research as it relates to the function and purpose of language through meaning and social interaction in different genres. The central research question was: How do Title I elementary teachers apply specific integrated content and language development knowledge in mathematics? The participants consisted of 10 teachers with at least three years …
A Quantitative Causal-Comparative Study Of The Effect Of Differing Levels And Years Of Experience On Christian Teachers’ Instructional Differentiation Scores, Audra Callahan Locklear
A Quantitative Causal-Comparative Study Of The Effect Of Differing Levels And Years Of Experience On Christian Teachers’ Instructional Differentiation Scores, Audra Callahan Locklear
Doctoral Dissertations and Projects
This quantitative causal-comparative study explores the relationship between teachers’ differentiation scores on the Classroom Practices Surveys for teachers with more than five years or fewer than five years teaching experience among elementary and secondary educators in Christian Schools. The importance of this study lies in understanding the differentiation practices Christian school teachers use in serving their students. This study involved 123 teachers that are employed by Christian schools in various regions in the United States. The Classroom Practices Survey was made available through Facebook and snowballing. Statistical analysis was completed using a Two-Way ANOVA which examined the frequency of differentiation …
A Case Study Exploring Implementation Of Gamified Adaptive Learning Technology As A Response To Instruction And Intervention (Rti²) Strategy In Elementary Mathematics Education, Tina Marie Clowser
A Case Study Exploring Implementation Of Gamified Adaptive Learning Technology As A Response To Instruction And Intervention (Rti²) Strategy In Elementary Mathematics Education, Tina Marie Clowser
Doctoral Dissertations and Projects
The purpose of this single instrumental case study was to understand educators’ implementation of gamified adaptive learning programs in mathematics education as an intervention (RtI²) strategy for public elementary (K-5) teachers in a rural city school district in the Western United States. The study's central research question explored how educators implemented gamified adaptive learning technology as an intervention (RtI²) strategy in public elementary mathematics education. A single instrumental case study design was used for this study to illicit implementation strategies while uncovering successes, challenges, and barriers for in-service public elementary school educators. Data were collected from twelve participants through individual …
Home Educators’ Experiences Teaching Beginning Readers: A Phenomenological Study, Meghan K. Allred
Home Educators’ Experiences Teaching Beginning Readers: A Phenomenological Study, Meghan K. Allred
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to investigate how home educators describe their experiences teaching literacy to beginning readers in the United States. The theory guiding this study was Gagné’s conditions of learning theory as it relates to the literacy teaching experiences of presenting literacy content, eliciting performance of literacy skills, assessing literacy performance, and enhancing literacy retention and transfer in homeschool settings. The central research question was: How do home educators describe their literacy teaching experiences for beginning readers? A transcendental phenomenological approach was used to explore the shared homeschool experience of teaching beginning readers. Participants were selected …
A Phenomenological Study Of Support To Develop Teacher Efficacy In State Funded Preschool Classrooms, Jennifer Stark
A Phenomenological Study Of Support To Develop Teacher Efficacy In State Funded Preschool Classrooms, Jennifer Stark
Doctoral Dissertations and Projects
The purpose of this qualitative transcendental phenomenology study was to understand the support for teachers in state funded preschool classrooms through the teachers’ lived experiences. The theory guiding this study is Bronfenbrenner’s ecological systems theory as it relates to the role of teacher efficacy in preschool programs and its impact on improving learning environments for children. This study includes a central question and three sub-questions focusing on the support, coaching, and professional learning opportunities provided to educators to improve the learning environment for children in state-funded early childhood classrooms. The setting will include South Carolina state-funded prekindergarten classrooms. The participants …
Exploring School Counselors’ Perceptions Of How Poverty Impacts Elementary School Students’ Capacity For Academic And Emotional Success: A Phenomenological Study, Latesha Dixon
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to investigate school counselors’ viewpoints regarding poverty’s influence on elementary school students’ executive functioning, self-regulation abilities, and academic performance. The impact of poverty on children’s academic achievement is widely acknowledged, and school counselors’ assistance to students from low-income families is considered paramount. The study provided a unique viewpoint regarding alleviating poverty by highlighting the crucial significance of education and skills. The guiding theory in the research study was the social cognitive theory that offers a conceptual structure for comprehending how school counselors’ observations and experiences within the educational setting influence their perspectives regarding …
Exploring The Post-Covid Lived Experiences Of Parents Of Middle School Children Who Continued Learning In Online Modality: A Phenomenological Study, Gladys Ode Williams
Exploring The Post-Covid Lived Experiences Of Parents Of Middle School Children Who Continued Learning In Online Modality: A Phenomenological Study, Gladys Ode Williams
Doctoral Dissertations and Projects
This study employed a hermeneutic phenomenology approach to explore the lived experiences of working parents of school children who transitioned to and continued online learning during and post-pandemic. Twelve parents were selected using criterion and snowball sampling methods, with Bronfenbrenner’s ecological systems theory guiding the study framework. Existing literature highlighted challenges faced by parents and schools during the pandemic, such as balancing work and children’s education, connectivity issues, and dissatisfaction with school support and communication. Analysis of interview data revealed that despite ongoing concerns, parents successfully adapted to managing work and online education responsibilities. They reported satisfaction with their children’s …
An Examination Of The Influences Of Critical Thinking Tasks On Mathematics Instruction: A Qualitative Study, Glen E. Miller
An Examination Of The Influences Of Critical Thinking Tasks On Mathematics Instruction: A Qualitative Study, Glen E. Miller
Doctoral Dissertations and Projects
The purpose of this phenomenological study will be to understand the mathematics critical thinking process for teachers in primary education in northern Virginia. The theory guiding this study is Kolb’s experiential learning theory, which applies to critical thinking processes. The central research question will be: What are the experiences of primary mathematics teachers implementing critical thinking? This qualitative hermeneutic phenomenological study aims to determine the influences of critical thinking tasks on planning and instruction. Using qualified participants from northern Virginia, this study will collect data through interviews, a focus group, and document analysis. After data collection, the data will be …
Teacher's Experiences Of The Response To Intervention Model Implementation In State-Ranked New Jersey Schools: A Qualitative Case Study, Kimberly Myers
Teacher's Experiences Of The Response To Intervention Model Implementation In State-Ranked New Jersey Schools: A Qualitative Case Study, Kimberly Myers
Doctoral Dissertations and Projects
The purpose of this case study was to discover and describe teachers’ experiences of RTI implementation for kindergarten through grade five general education teachers at state-ranked suburban New Jersey schools. The theory guiding this study is Bandura’s theory of self-efficacy, as it applies to teachers’ experiences of the effectiveness of the RTI process. According to Bandura, self-efficacy is the perception of how well one can execute a task. Self-efficacy can connect to teacher efficacy through the feeling of understanding the job requirements and the intended goals. This case study assessed how teachers’ experiences of the RTI process impact the overall …
Parent Perspectives For Elementary Instrumental Music Participation, Scott Wayne Mcgowan
Parent Perspectives For Elementary Instrumental Music Participation, Scott Wayne Mcgowan
Doctoral Dissertations and Projects
This hermeneutic phenomenological study was conducted to understand participation issues surrounding elementary instrumental music programs from a parent's perspective. Many school districts’ elementary instrumental music programs have continued with a district-funded model with classes that meet during the school day. The school district in this study adopted an outside-the-school-day model that is tuition-based. The study utilized semi-structured interviews and observations from the researcher. A quality music education program should include the highest possible number of students. This study uncovers the motivating factors in elementary instrumental music participation. It also reveals potential barriers to entry. Music educators can use the results …