Date of Conferral



Doctor of Education (Ed.D.)




Christopher S. Cale


The subject of how best to educate students in the classroom has been one of debate, discussion, and research, with various forms of instruction touted as the most effective. Recently, learner-centered instruction (LCI) has been put forth as a method to educate students, and research supports its implementation. The problem addressed in this study was the inconsistent implementation of LCI at a private school in the West Coast of the United States, specifically regarding its failure to meet the needs of international students. The purpose of this qualitative study was to investigate how teachers implement LCI in their classrooms to meet the academic needs of international students. Weimer’s framework on LCI was used to ground this study. Using a basic qualitative design, data from eight teacher interviews were collected, coded, and analyzed, revealing a need to introduce professional development for teachers regarding LCI practices in the classroom, specifically for the benefit of international students. The potential for greater understanding of course material and an increase in student academic responsibility could be achieved with a program of study, implementation of LCI, and analysis of student data by teachers. There is also potential for this project study to promote positive social change as the study site could become a model for supporting international students in the classroom using LCI.