Elementary Education Commons^™

The Effectiveness Of Utilizing An Arts-Integrated Approach With Students With Ieps In Grades K–5 Self-Contained Classrooms And Why An Arts-Integrated Approach Is Not Widely Implemented In The United States, Alexandra Leff

Theses and Dissertations

This thesis examines arts integration as an approach for K–5 students with IEPs. Drawing on research from Western and non-Western and data from two programs, it shows gains in academic achievement and social-emotional learning. Despite cultural and systemic barriers, findings support expanding arts integration through teacher training and policy reform.

Impact Of Multicultural Literature Through Reader's Response, Rachel Konrad

Theses and Dissertations

The purpose of this study is to examine how students respond to using five multicultural read aloud texts and responding to them in a response. The goal of this study was to see if student engagement improved as a result of the study and if student comprehension improved through the use of pre and post assessments. Student data was collected that included a pre and post assessment, anecdotal records of student discussion, responses to texts, and student and parent surveys. Students discovered and discussed themes across texts such as cultural identity, community, and belonging.

Initial Phonemic Awareness Instruction With Printed Words Compared To Oral-Only Instruction: Segmenting, Blending, And Letter–Sound Learning, Jill R. Zablocki

Theses and Dissertations

Two methods of instruction for blending and segmenting eight vowel-consonant words were compared to examine whether instruction that referenced printed words was beneficial during the initial stages of phonemic awareness instruction. Preschool children included in the study (N = 30, M = 4.4 years) could not fully segment any of the words and did not know the sounds of more than four of the nine included letters (M = 1.0 letter sound). Children were randomly assigned to either instruction that mapped the segmented and blended sounds in spoken words to the letters in printed words or similar oral-only instruction that …

The Role A Teacher’S Level Of Phonemic Awareness And Phonics Knowledge Plays In The Implementation Of Sound Wall Instruction In Early Childhood Classrooms, Molly Murtagh

Theses and Dissertations

This explanatory sequential mixed-methods study examined the relationship between early elementary teachers’ knowledge of phonemic awareness and phonics and their implementation of sound wall instruction. Although sound walls are increasingly used to support systematic and explicit phonics instruction, little is known about how teachers’ linguistic knowledge influences the fidelity and quality of their implementation. Grounded in Adult Learning Theory and the Simple View of Reading, this study explored how teacher knowledge translates into classroom practice. The quantitative portion of the study required teachers to complete a knowledge survey to assess phonemic awareness and phonics knowledge to identify participants at various …

Identifying At-Risk Readers: The Role Of Advanced Nonsense Word Fluency Probes In Early Literacy Screening, Lindsay K. Mcdermott

Theses and Dissertations

Early identification of reading difficulties is critical for improving literacy outcomes. Nonsense word fluency (NWF) assessments are widely used to evaluate early decoding skills, yet traditional consonant-vowel-consonant (CVC) probes may not fully capture students’ decoding abilities. This study examines whether an advanced NWF probe incorporating consonant blends and digraphs better predicts oral reading fluency (ORF) than the traditional CVC-based probe. Using a correlational design, first-grade benchmark data will be analyzed to compare the predictive strength of correct letter sounds, whole words read, and blending status across both probes. Grounded in the Simple View of Reading and Kilpatrick’s Phonological-Core Deficit Hypothesis, …

The Influence Of Social Media On Elementary School Students: The Perceptions Of Administrators And Elementary Educators, Caitlin Krauszer

Theses and Dissertations

Each day, social media applications are downloaded, uploaded, and changed to meet the users' needs utilizing these apps (Tang & Patrick, 2020). With the constant change in social media platforms, utilization of such platforms is increasing daily and students navigating these platforms is occurring at younger ages (Fredrick at el., 2024; Perez-Chada et al., 2023). This study focused on the social, emotional, and academic impacts students are experiencing due to social media use from the perspectives of building administrators and faculty members. This study also investigated the policies in place within a specific school district that address student social media …

From Burnout To Balance: The Influence Of Sel On Educator Well-Being And Retention, Megan Murphy

Theses and Dissertations

This study examined the influence of evidence-based social emotional learning (SEL) implementation in elementary schools (kindergarten–Grade 6) on educator well-being and retention. Because the field of education continues to face high levels of educator attrition, this study was focused on identifying factors that support educators remaining in the profession. The purpose of this study was to determine whether implementing an evidence-based SEL program impacts educators’ intent to remain in the classroom. This study was grounded in sociocultural theory and self-determination theory. The collaborative for academic, social and emotional learning framework for SEL served as a conceptual foundation for understanding how …

Literacy Intervention At The Middle Level: A Mixed-Methods Examination Of The Implementation Of Thinking Maps, Ashley Chantal Choice

Theses and Dissertations

This study examined the implementation of Thinking Maps® as a literacy instructional intervention for students in grades four and five. Using an explanatory sequential mixed-methods design, the study investigated the effect of Thinking Maps® on student achievement, changes in students’ literacy-related work products, and teachers’ perceptions of the strategy. The study was conducted at a rural Title I elementary school in the southeastern United States and included nine teachers and 150 students across English language arts, mathematics, science, and social studies during an eight-week intervention period. Quantitative data included unit pretest and posttest scores from standards-aligned assessments and teacher perception …

A Qualitative Study Exploring Teachers’ Beliefs And Practices Supporting African American Male Readers, Rhonda Douglas Sumter

Theses and Dissertations

Despite decades of educational reform, African American male students continue to experience persistent disparities in reading achievement. This qualitative case study explores the beliefs and pedagogical practices of three elementary educators identified as effective in supporting the reading development of African American males. Drawing on the frameworks of Culturally Relevant Pedagogy (Ladson-Billings, 1995) and Critical Race Theory (Delgado & Stefancic, 2012), the study seeks to illuminate how educators affirm students’ identities, maintain rigorous expectations, and create responsive learning environments that foster academic success.

Data sources included in-depth teacher interviews and classroom observations. Thematic analysis revealed three interconnected practices across cases: …

The Impact Of Interactive Read-Alouds On Students’ Literacy Development, Kaitlyn Hill

Theses and Dissertations

This thesis examined how multicultural interactive read-alouds support first-graders’ literacy skills and cultural awareness. Multicultural literature was used to conduct interactive read-alouds to first-grade students. A look across all data sources suggested three main themes that occur throughout the research study. These themes included student engagement and questioning, making connections by experiencing culture through an authentic lens, and developing cultural awareness and empathy for those who are different. It was evident that incorporating multicultural literature into classroom instruction had a positive impact on students’ literacy development and cultural awareness. The data suggested that these multicultural texts supported the students’ development …

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 …

Evaluating The Impact Of Reflex Math On Mathematics Achievement In Elementary Schools: A Quasi-Experimental Study In South Texas, Kasey Juarez

Theses and Dissertations

This quantitative, quasi-experimental study examined the impact of Reflex Math, a gamebased instructional program focused on building math fact automaticity, on the achievement of Grade 3-5 students in a South Texas public school district. The study compared a 2023 intervention group that used the program from August to December with a 2022 comparison group that did not. The intervention’s effectiveness varied by grade level, with Grade 3 students showing the most positive gains, no significant effect in Grade 4, and a slight negative difference in Grade 5. Results showed statistically significant, though modest, gains in mathematics achievement among students who …

The Influence Of Instruction On Underrepresented Stem Leaders On Elementary Students’ Stem Identity And Perceptions Of Stem, Megan Elizabeth Willson

Theses and Dissertations

This action research study explored the influence of exposure to underrepresented STEM leaders on third-grade students’ STEM identity and their interest in STEM careers. Using an integrative STEM approach and guided by both Constructivist Learning Theory and Social Cognitive Career Theory, this convergent mixed methods study consisted of an eight-week intervention with lessons based on different STEM leaders and related activities each week. This eight-week period collected data through weekly researcher field notes, exit tickets and was prefaced and followed by a pre- and post-survey and pre- and post-interviews. Findings from the quantitative data, the Role Identity Survey in STEM …

The Impact Of An Experiential Financial Literacy Workshop On First-Grade Students’ Comprehension Of Financial Concepts, Deirdre Donnelly

Theses and Dissertations

The purpose of this study was to investigate the impact that an experiential financial literacy workshop has on first-grade students’ comprehension of financial concepts. Financial literacy is a lifelong skill. It is essential for children to establish and maintain the financial literacy skills necessary to be successful in money matters throughout their lives; yet many young children are not being taught financial concepts (Center for Financial Security, 2016). In addition, a person’s financial attitudes are shaped in childhood (Drever et al., 2015). Currently, elementary schools throughout the United States are not consistently creating age-appropriate financial literacy curricula for children (Collins …

Reflecting Upon Writing Challenges Among Students With Attention-Deficit Hyperactivity Disorder, Claudia Rose Addeo

Theses and Dissertations

The purpose of this phenomenological qualitative study was to disclose the writing challenges faced by students in Grades 5–8 who have attention-deficit hyperactivity disorder (ADHD) and writing strategies that can be helpful for these specific students. Six students were recruited as participants within a school district located in a suburban area in the Northeast region of the United States. This study was guided by two leading research questions, the first inquiring about the writing challenges that are prevalent among students with ADHD in Grades 5–8, and the second research question aiming to determine supportive writing practices. First-hand data were gathered …

Psychometric Evaluation: Extending The Reliability And Validity Of The Teacher Attribution Measure For Early Elementary (Tam-Ee), Kerensa R. Nagle

Theses and Dissertations

Teacher attributions of student challenging behavior have the potential to influence teacher-student relationships. However, the literature on teachers’ attributions of challenging behavior is sparse and lacks measurement standardization. This limits the replicability and generalizability of research findings. To determine if teacher attributions of student challenging behaviors influence teacher-student relationships, a measure demonstrating a specific score reliability and validity profile is needed. The present study evaluated the item- and scale-level score reliability and validity of a measure of teacher attribution of student challenging behavior, the Teacher Attribution Measure for Early Elementary (TAM-EE; Nemer, 2019), within a sample of teachers (N …

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. …

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 …

Effects Of Parent Involvement In Their Children’S Academic And Behavioral Performance, Megan Menozzi

Theses and Dissertations

This applied dissertation was designed to investigate the best practices to increase parental involvement in their children’s school activities by recording and scribing the experiences of certified teachers. Prior to this study, the current school experienced a decrease in parental involvement with their child’s scheduled school activities. As the school carry on with planning scheduled events for parental involvement, teachers were still expected to be prepared to implement curriculum in the classrooms, while ensuring children’s needs were being met by way of continuous communication with families.

The researcher developed a qualitative phenomenological approach. The design allowed the researcher to interview …

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 …

Innovative Teaching Strategies And Lesson Plans To Support Students With Adhd, Celeste Grantham

Theses and Dissertations

This thesis explores how creativity, imagination, and problem-solving can be harnessed to improve student outcomes – specifically engagement, motivation, and academic achievement – for students with Attention-Deficit/Hyperactivity Disorder (ADHD) in elementary classrooms. Rather than conducting a data-driven study, this project draws upon interdisciplinary research from educational psychology, cognitive science, and pedagogy to design inclusive research-informed teaching strategies. The cognitive processes underpinning creativity and imagination – such as divergent thinking, mind-wandering, and creative incubation – are examined as potential strengths often underutilized in traditional classrooms. A comprehensive literature review establishes how these variables interact and influence the learning experiences of students …

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 …

Teachers’ Perspectives On Behavioral Classroom Expectations Of Students With Emotional And Behavioral Disorders, Jennifer E. Brewer

Theses and Dissertations

The problem addressed in this study was that adolescents with emotional and behavior disorders (EBD) were failing in general education courses. The purpose was to investigate how teachers’ perceptions and biases influenced EBD students. Participants included five teachers (two special education teachers and three general education teachers) from each of Grades 6, 7, and 8 recruited from social media. The study was guided by the case study research design, and the interview instrument was the Indepth Interview Protocol. Data analysis was guided by a coding system that facilitated searching the interview responses for themes.

Research Question 1 queried about forms …

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 …

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 …

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 …

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. …

Teachers’ Perceptions Of The Effectiveness Of Tier 3 Academic Interventions, Dana Esposito

Theses and Dissertations

This applied dissertation was designed to discover teachers’ perceptions about the overall effectiveness of Tier 3 RTI services for resolving academic problems and teachers’ perceptions about transitioning students out of RTI. Students receiving services in Tier 3 of the RTI process often spend a considerable amount of time attempting to meet their goals. A search for answers to this problem, combined with a gap in the existing literature regarding time spent in Tier 3, led to the development of this study.

Data collection was acquired through a qualitative collective-case method focused on semi-structured interviews. Participants consisted of general and special …