Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Julie Frese

Abstract

The problem addressed in this study was that in response to low standardized test scores, instructional strategies were required to be implemented in English Language Arts (ELA), but teachers in Grades 1 through 5 in the study site experienced challenges using these strategies to meet student learning needs. The explored teachers’ experiences and challenges in implementing required ELA instructional strategies to meet student learning needs. The study was grounded by Vygotsky’s social development theory which posited that learning occurs most effectively through peer collaboration and adult guidance. These concepts were the foundation of the required ELA instructional strategies. The research questions focused on teachers’ experiences and challenges in implementing ELA instructional strategies that involved both peer collaboration and adult guidance. For this basic qualitative design, semistructured interviews were conducted with 10 teachers from one elementary school. After transcribing the Zoom interviews, open and axial coding were applied to reveal the following four themes: teachers prioritized responding to students’ learning needs; teachers require clarity and support for consistent implementation; teachers are challenged by learner variability; and teachers want more autonomy in using instructional strategies to meet their students’ learning needs in ELA. The findings guided the development of a policy recommendation paper that included revision to Professional Development (PD) policy suggesting responsive PD for teachers’ engagement with educational research on ELA instructional strategies. The recommendations influence positive social change by reshaping the role of the teacher as a key stakeholder involved in policy revision and developing teachers’ engagement with educational research surrounding the implementation of ELA instructional strategies.

Download

Share

 
COinS