Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary B. Trube

Abstract

The problem addressed through this basic qualitative study was low levels of engagement in learning exhibited by kindergarten through second (K-2) grade students in rural schools located in the southern region of the United States. The purpose of this study was to explore how K-2 teachers promoted student engagement in learning. The conceptual framework combined constructivist theory and the attention, relevance, confidence, and satisfaction (ARCS) model. Two research questions guided exploration of how teachers incorporated active instructional practices and provided frameworks for learning; and how teachers incorporated questioning strategies, hands on learning activities, and problem solving exercises. Data were collected from digitally audio taped interviews with 15 K-2 teachers. Data analysis followed an inductive process to identify codes, patterns, categories, and themes. Seven themes emerged related to strategies that teachers used to engage students: (1) creating a positive learning environment; (2) using hands on instructional practices; (3) adjusting activities to meet student learning styles; (4) varying group size; (5) reinforcing goals of behavior; (6) motivating through various rewards; (7) providing memory enhancers, clues, and signals. Recommendations included further research in teachers’ use of depth of knowledge and grouping strategies. Findings may be used for positive social change through increased student engagement in learning due to teacher awareness, understanding, and intentionality regarding practices that engage students and improve student academic achievement, noncognitive skills, motivation to learn, and attitudes toward school.

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