Date of Conferral
2-27-2025
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Paul Kasunich
Abstract
Despite ongoing attempts to consistently incorporate learner-centered practices in the elementary classroom, teachers face barriers that impede consistent implementation. The problem to be explored in this basic qualitative study was the inconsistent implementation of learner-centered instruction in elementary school classrooms. Guided by learner-centered design theory, the purpose of this basic qualitative study was to explore the experiences of elementary school teachers who face barriers to delivering learner-centered instruction. The participants were 15 elementary school teachers in the northeastern United States with at least 5 years of teaching experience. Data were collected using semistructured interviews. Through thematic analysis, five themes were identified: (a) the need for more professional development for teachers; (b) time to plan, prepare, and execute learner-centered instruction; (c) more teacher collaboration; (d) classroom management and community; and (e) different types of learners and differentiated instruction. Using the findings, a project of professional development was developed to address the barriers that impede the implementation of learner-centered instruction and provide training to teachers on how to address those barriers in the classroom. This study may promote positive social change by providing school districts, administrators, and teachers with information and professional development to enhance learner-centered instruction that can ensure greater academic outcomes for elementary students.
Recommended Citation
Ellerbee, Kenneth Davion, "Barriers to the Implementation of Learner-Centered Instruction in the Northeastern United States" (2025). Walden Dissertations and Doctoral Studies. 17436.
https://scholarworks.waldenu.edu/dissertations/17436
