Elementary Education Commons^™

Understanding Self-Efficacy And Motivation In Elementary Teachers: The Influence And Support Of School Administrators, Maria Vigil

University of the Pacific Theses and Dissertations

Teachers’ attrition is commonly seen within the first five years in the profession. Various reasons exist as the cause for this decision including: low pay rates, lack of support and stress. With the important role educators hold, a clear understanding of their specific needs can help strengthen their abilities while remaining in the field. The purpose of this mixed methods study was to understand teachers’ perspectives of what influences their self-efficacy and motivation in order to promote strong work performance, effectiveness, increase teacher satisfaction and retention rates while highlighting the impact of support provided by school administrators. The research questions …

The Effects Of Explicit And Systematic Phonics Instruction On Student Achievement, Teagan Dougherty

Masters Theses

The purpose of this study was to examine how explicit and systematic phonics instruction impacts student achievement, and to explore how instructional strategies are effectively implemented in the classroom. To guide the study, two research questions were developed: (1) How does explicit and systematic phonics instruction impact student achievement in vowel teams and r-controlled vowels? (2) What are teacher perceptions of explicit phonics instruction and how are they implemented in the classroom? This was a mixed-methods study. Data was collected from 18 second-grade students and one classroom teacher. Quantitative data was gathered using weekly pre and posttests addressing various phonics …

Shifting The Paradigm: Empowering School Social Workers As Leaders In Family Engagement Policy And Practices In K-12 Education, Amber Onkst

DSW Capstone Projects

This capstone examined the school social worker’s role in family engagement in K–12 education. It consists of three products that collectively review the current literature, conceptualize a gap in practice, and provide a tangible application to school social work in Kentucky. The first product, the systematic literature review, critically examines literature related to the school social worker’s role in family engagement policy and practices to inform an understanding of increasing engagement at the macro level. A narrative review was conducted to assess common themes. There was substantially limited research regarding this topic, showcasing a knowledge gap. The literature primarily revealed …

Supporting Students In Transition To And From Elementary School, Meleah Ellison, Jamelle Simmons, David B. Naff, Taryn G. Traylor, Meredith Dean, Sooyeon Moon, Jia Jia Liu, Latonja Y. Wright, Cameron Parkins, Jennifer Locasale-Crouch, Dana V. Yarbrough, Audrina Farrar, Obed Amoakoh Boateng

MERC Publications

This report is part of a two-part series focused on supporting students in transition across PK-12 education. Specifically, it explores transitions into and out of elementary school. The report includes a synthesis of recent peer-reviewed literature, analysis of publicly available data (with a specific focus on Virginia and the metropolitan Richmond region), and summary of relevant federal, state, and school division-level policies. It answers the following questions:

1. What are key considerations for supporting students in transition to and from elementary school in the MERC region?

2. How do federal, state, and division policies guide support for student transitions to …

Mental Health Supports In The Public Schools, Elizabeth Walters

Masters Theses

Increasingly, young students experience mental health challenges, some as early as first grade. With mental health challenges reaching students at younger ages, teachers and school staff need to be ready to assist their students in need. Roughly a third of young people experience mental health challenges, and 70-80% are unable to receive mental health services. As a large portion struggle in school with mental health concerns, teachers and school staff are likely to be the first to see any potential signs of struggle. When teachers notice signs of a student struggling with mental health, the staff often do not know …

Examining Rural Second-Graders' Literate Identities In Relationship To Reading Proficiency: A Mixed Methods Case Study, Ashley R. S. Olsen

Graduate Student Theses, Dissertations, & Professional Papers

Although the act of reading is inherently multi-faceted, encompassing an array of interrelated cognitive, social, and cultural processes, the bodies of reading research typically align to either qualitative or quantitative methodologies. This routinely bifurcated approach to reading research reflects the ongoing disagreement surrounding best practices for literacy instruction. Numerous quantitative findings have supported the use of systematic and explicit foundational skill instruction to improve students’ reading proficiency. On the other hand, previous qualitative studies have emphasized the existing identities that children bring to any learning community and the benefit of nurturing literate identity formation in the classroom. Intersecting a modified …

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 …

Cultivating Empathy: A Content Analysis Of Empathic Themes In Best-Selling Children's Books, Elnaz J. Afousi

Antioch University Dissertations & Theses

This study examines the presence and nature of empathic content in best-selling children’s picture books, with a focus on developmental relevance for preschool-aged readers. Using a modified version of the iEPIC empathy coding system, 10 titles from the New York Times best-seller list were analyzed to assess the frequency and complexity of three empathy-related constructs: Emotion or State Description (ESD), Exploring Emotion or State (EES), and Empathic Understanding or Concern (EUC). Results indicate that while all books contained some empathy-related content, ESD3 (self-reflective emotional descriptions) and EUC2/EUC4 (understanding and helping others) were most prevalent, suggesting an emphasis on both intrapersonal …

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 …

An Examination Of Preservice Teacher Knowledge Of Attention Deficit Hyperactivity Disorder (Adhd) In The Elementary Classroom, Breana K. E. Webb

Honors Undergraduate Theses

This study examines the knowledge of preservice teachers with attention deficit hyperactivity disorder (ADHD) and how well prepared they might be when supporting students in elementary classrooms. ADHD is a diagnosed neurodevelopmental disorder in children and has been increasingly diagnosed over the past several years. Teachers play a crucial role in providing effective instruction to each and every student in the classroom. Managing classroom instruction with diverse learning capabilities and behaviors requires teachers to understand the characteristics of ADHD, as well as instructional adaptations and behavioral interventions, among preservice teachers. Findings indicate that while most preservice teachers recognize the basic …

Self-Regulated Strategy Development (Srsd) In Timed And Untimed Writing Tasks For Primary Learners, Candice Miller

Theses: Doctorates and Masters

This PhD dissertation describes an action research study focused on implementing the Self Regulated Strategy Development (SRSD) model to teach writing to address the challenges faced by Year 5 students in persuasive writing, particularly under timed conditions, and decreasing motivation aligned with national trends and school performance data. The aim of the current study was to enhance students' persuasive writing skills, writing attitudes, and self-efficacy and to examine the social validity of SRSD in an Australian classroom. The study specifically focused on timed and untimed writing conditions to examine the efficacy of the implemented SRSD model. The research employed a …

The Impact Of Using Practicum Portfolio On Early Childhood Student Teachers' Reflective Practice, Buad Khales, Afif Zaidan, Fathi Ihmeideh

Australian Journal of Teacher Education

: This study aimed to investigate how the use of practicum portfolios impacts early childhood student teachers' reflective practice in Palestine. The study utilized qualitative and quantitative methods to gather and analyze student teachers' perspectives on using practicum portfolios for their professional development. The main focus was to understand the student teachers' stance on reflective teaching and their engagement in different stages of the reflective practice cycle. The study involved 16 student teachers at Al-Quds University in Palestine. Data were collected through a questionnaire and semi-structured interviews. Results indicated that the portfolio helped student teachers assess their work and improved …

2025 Merc Annual Report, David B. Naff, Jesse Senechal, Paula L. Ogston-Nobile

MERC Publications

This is the annual report of the Metropolitan Educational Research Consortium (MERC) at Virginia Commonwealth University for the 2024-2025 academic year. It includes vignettes depicting MERC activities in the past year that align with each of its five principles: research, relevance, rigor, multiple perspectives, and impact. It concludes with a discussion of MERC's commitment moving forward.

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 …

Ai In Education: Teaching, Learning, And Thinking With Machines, Mary Strawderman, Jesse Senechal, Eric Ekholm, Jason Vest, Moe Greene, Dawn Johnson, Daniel Case, Oscar Keyes, Yaoying Xu, Robert Godwin-Jones, Kait Donahue, Kim Elmore, Haley Hendershot, Amy Corning, Paulina Guerrero, Samaher Aljudaibi, Justin Thurston

AI in Education: Teaching, Learning, and Thinking with Machines

This collection from the Humanities Research Center (HRC) Digital Technology in Education (DTE) working group arose from questions around how rapidly emerging generative AI tools are reshaping teaching and learning in K-12 and higher education. The contributions, loosely organized around ethics, policy, and practice, adopt a humanities lens to probe how generative AI and other emerging digital technologies impact human values, experiences, and social structures, surfacing their philosophical, ethical, cultural, and societal implications for schooling. From the perspectives of practitioners and interdisciplinary scholars, the pieces showcase various dimensions of AI's creative potential in education, while also questioning its limitations and …

Developing Waldorf Teachers: An Analysis Of The Practical Effects Of Teacher Training And Professional Development On Teachers' Sense Of Self-Efficacy And Personal Transformation, Emily Macdonald Merchant

Antioch University Dissertations & Theses

This mixed-methods study explores the concept of Pedagogical Instinct (PI) in Waldorf education by examining its relationship to the teacher’s sense of self-efficacy and professional development. Connected to Rudolf Steiner’s educational philosophy, PI refers to the intuitive and adaptive capacity of teachers to respond to students’ individual needs, integrating technical skills, relational awareness, and ego development. Quantitative data from 168 survey respondents were analyzed to assess relationships between self-efficacy, PI, teacher training, and demographic variables. Qualitative data from 65 respondents to 9 open-ended questions provided insights into the lived experiences of Waldorf teachers in relation to PI. Findings revealed a …

The Effects Of Mindfulness On Chronic Pain In Children And Adolescents: A Systematic Review, Sophie Parks

Electronic Theses & Dissertations (2024 - present)

Mindfulness and mindfulness-based interventions have become increasingly popular in recent years. Typically, mindfulness-based interventions and their effects on mental health and/or adult populations have been explored in the literature. Limited research has been completed looking at mindfulness’ impacts on other facets, including chronic pain symptoms. Additionally, some research has been conducted to analyze mindfulness and its effects on school aged children and their day-to-day functioning with promising results. In this systematic literature review, mindfulness interventions and their effects on children and adolescents who experience chronic pain were explored. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework was …

Developing Concepts In Second Language (L2) Science From ‘Bits And Pieces’ Of Prior Knowledge: A Multiple Case Study Of Spanish-Speaking 4th And 5th Graders, María Isabel Martínez-Cuenca

Electronic Theses & Dissertations (2024 - present)

Earth science concepts sit at the intersection of the compounding difficulties English language learners’ (ELLs) face in content-integrated instruction. Emerging first language (L1) skills, emerging L2 language, and the difficulty of science terms interact with second language (L2) content learning. Moreover, L2 science concepts rarely develop incidentally through L2 socialization and instruction in the same naturalistic way as they do in the L1. Leveraging L1 resources may help ELLs in this process, yet there is a dearth of studies that consistently do so. This dissertation explores how, and the extent to which, leveraging ELLs’ pre-existing knowledge may support science and …

Understanding Implementation Of Engineering Practices In Primary Grades Through Practitioner Literature, Marcie L. Raol

Graduate Theses, Dissertations, and Problem Reports (ETD)

This document analysis of elementary science education practitioner literature, namely Science Activities and Science and Children, between the years of 2009-2022 was completed to gain an understanding of the ways in which engineering practices have been implemented in primary grade classrooms over time. The Next Generation of Science Standards (NGSS) were released in 2013 and provided national standards that integrated engineering into the structure of science education. One justification for this inclusion was to help students solve major societal and environmental challenges of the future. The research divided the years into three time periods in order to provide a …

The Absence Of Disability Representation: A Critical Gap In Children's Picture Books, Helen Adam, Sally Murphy, Yvonne Urquhart, Katira Ahmed

Research outputs 2022 to 2026

In a recent study, we examined the diversity of main characters and family structures in 90 award listed Australian children's picture books from 2019 and 2020. We found some progress compared to past research (Adam and Barratt-Pugh, 2020; Adam et al., 2021) in terms of culturally diverse representation, though still with predominantly white main protagonists (Adam and Urquhart, 2023). Similarly, we found some increased representation of diverse family structures, albeit with notable absences of LGBTQIA+, step, foster and blended families (Adam et al., 2024). However, a glaring omission caught our attention - the almost complete absence of disability representation among …

Transforming Transitions Ii: Building Children's Engagement In Learning At School, Lennie Barblett, Fiona Boylan, Amelia Ruscoe

Research outputs 2022 to 2026

Building on the success of the Transforming Transitions project conducted with ten Western Australian Independent Schools (Barblett et al., 2023), this study extended the inquiry into school engagement and the transition process. The project was reimagined to deepen collaboration with schools, focusing on two key areas: first, fostering meaningful engagement with young learners and their families during the transition to school by drawing on their funds of knowledge; and second, centering the perspectives of children as active participants in their transition, acknowledging their experiences and the role of family-school engagement in shaping their sense of belonging.

The Teaching Principles Influenced By Taoist Thought, Cerina Wang

Antioch University Dissertations & Theses

This dissertation explores the integration of Taoist thought into teaching principles to enhance student well-being in the classroom. The study is driven by two primary research questions: What are my teaching principles? and How have Taoist thoughts influenced these principles? Grounded in the Tao Te Ching, this research examines how Taoist philosophy can inform and shape effective educational practices that prioritize emotional balance, self-awareness, and natural growth. The literature review connects Taoist thought with modern educational theories, highlighting its relevance to fostering resilience, intrinsic motivation, and holistic development in students. Using an autoethnographic research methodology, this study draws upon personal …

Pick Up A Frog, Or Pet A Dog; Animals Are Our First Teachers, Allison Ratner

Antioch University Dissertations & Theses

This dissertation’s goal was an attempt to answer the question: What are the emotional, cognitive, and/or spiritual effects of children’s relationships/interactions with animals that potentially impact their development? By utilizing autoethnography, I analyzed instances from my own life where interacting with animals changed me permanently; my thinking, my knowing, my feeling, my judgement, my empathy, my attitude, and my ethics. With a standpoint rooted in the research of experts from the fields of psychology and education, I combined my personal knowledge gained over a lifetime, to grant merit to the profundity of children’s relationships with animals. With the analyzed data, …

Lend Me Your Hands: Engaging Waldorf Teachers In Pedagogical Puppetry For Student Growth, Corinna Rezzelle-Pennypacker

Antioch University Dissertations & Theses

Although puppetry has a long history as a holistic teaching tool, it remains an underutilized arts integration technique in elementary and secondary schools. To better understand Waldorf teachers’ perspectives on pedagogical puppetry and the necessary training to effectively implement the work, this explanatory mixed-methods dissertation sought to fill the gap in research on teachers’ views of puppetry and what training they believe is important to feel comfortable doing the work. Committed to using an action research approach, a professional development workshop and lesson plans were created for 1st-8th grade Waldorf teachers based on the feedback from this dissertation’s explanatory interviews …

Some Comply While Some Defy: Elementary Teachers’ Responses To Leadership Mandates On Reading Comprehension Instruction, Reid J. Smith, Pamela C. Snow, Tanya A. Serry, Lorraine S. Hammond

Research outputs 2022 to 2026

Purpose: We report the qualitative findings from a survey of elementary teachers regarding reading instruction. The purpose is to extend on quantitative findings in a previously described survey to gain a more in-depth understanding of Australian elementary teachers’ approaches to the literacy block in their schools: how this is used, who makes instructional decisions, and how teachers respond to these. Method: A web-based survey was used to collect data from Australian elementary teachers about their perspectives regarding reading comprehension instruction. Of the 284 respondents, 182 (64.1%) provided free-text comments in response to open-ended questions. Responses were coded and analyzed for …

Playgrounds On Paper: Children’S Drawings As A Window Into Outdoor Play Preferences, Sebnem Cetken-Aktas, Serap Sevimli-Celik

Research outputs 2022 to 2026

Children’s creativity in expressing themselves through traditional media, such as drawing, remains strong and reflects their keen awareness of their surroundings. Involving children in the design process provides a valuable opportunity to understand their perspectives. This study engaged 47 five-year-old children to explore their preferences for outdoor play environments through their drawings. The methodology involved analysing these drawings to gain insights into the children’s understanding and desires related to playground experiences. Conducted in multiple stages, the study revealed significant aspects of children’s preferences. The findings highlighted the children’s interest in imaginative features that extend beyond traditional playground structures, as well …