Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

Kathleen Kingston

Abstract

Title I middle schools face challenges delivering effective inquiry-based science instruction within the framework of Title I requirements. The purpose of this basic qualitative study was to explore Title I middle school teacher and principal perspectives on and experiences with the challenges of delivering inquiry-based science instruction within the framework of Title I requirements. Dewey’s theories of experiential learning and Vygotsky’s theory of sociocultural constructivism provided the conceptual framework for this study. The research questions focused on teacher and principal experiences with inquiry-based science instruction and the impact Title I school policies and practices had on the delivery of inquiry-based science instruction. Interviews were conducted with 11 science teachers and two principals in Title I middle schools. Participants held careers in education for a minimum of 3 years. Open coding was used to support thematic analysis. Findings that emerged include inquiry-based science instruction is the preferred instructional strategy, the need for professional development aligned with collaboration, teacher-centered instruction is ongoing and recurrent, and science needs to be a priority content area in Title I improvement plans. The identified perspectives inform mentoring support and the communication of a clear vision to positively impact the implementation of inquiry-based learning in the classroom. Improving the quality of teaching through the unencumbered delivery of inquiry-based science instruction may have social change implications for student success in school, higher education, and employment prospects, thus influencing the economic growth of communities and improving social mobility across generations.

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