Date of Conferral

10-2-2026

Date of Award

October 2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Amy Adcock

Abstract

Urban secondary schools are increasingly encouraged to integrate AI tools into instructional planning. The problem many teachers remain uncertain about the effectiveness of AI-generated lesson plans. Grounded in Hall and Hord’s concerns-based adoption model, the purpose of this project study was to explore urban secondary teachers’ perspectives of their successes, challenges, and resource needs related to the use of AI-generated lesson plans to support instructional practices at PUHS. For this basic qualitative design, data were collected through semistructured interviews with 11 secondary teachers and analyzed using first-cycle coding and second-cycle pattern coding. Six themes emerged: AI as an Efficiency and Workload Management Tool; AI as a Differentiation and Instructional Support Tool; Effective AI Use Requires Teacher Expertise; Trust in AI is Conditional Upon Accuracy and Context; AI Creates a Tension Between Opportunity and Dependence; and Institutional Support Structures Have Not Kept Pace with Adoption. Based on the findings, a 3-day professional development program was developed to support teachers’ effective and responsible use of AI-generated lesson plans. The implications for positive social change include supporting teachers’ instructional decision-making, promoting more equitable and context-responsive use of AI tools, and informing local professional learning practices that might better support diverse student populations.

Download

Share

 
COinS