Date of Conferral
Doctor of Education (Ed.D.)
A problem exists with students’ reading achievement at an elementary school in the southcentral area of the United States. A high proportion of students had unsatisfactory scores on their reading achievement tests between 2016 and 2019. A possible contributing factor is that teachers have struggled to provide effective efforts, strategies, and interventions to improve the reading performance of the students over this span of time. The purpose of this basic qualitative exploratory study was to examine teachers’ perspectives on how instructional teaching practices were used to help students read at grade level at the elementary school under study. The conceptual framework for this study was Resnick’s self-perception theory. The research question for the study was used to determine how teachers’ perspectives on the instructional teaching practices were used to help students read at grade level at the elementary school under study. Data were collected from open-ended interviews with 8 teachers who had at least 3 years of experience working with students who did not read at grade level. Data were coded and analyzed from transcripts of the interviews. The key results, conclusions, and project of the final study were based on the following 6 emergent themes: (a) innovative instructional reading practices; (b) a general 9-week curriculum plan for teaching; (c) students who did not meet standards; (d) satisfactory instructional reading practices; (e) support from elementary school under study; and (f) quiet, motivating, and positive educational setting. This study might contribute to positive social change by benefiting students, teachers, administrators, parents, and community stakeholders by helping students read at grade level.
Heslip, Dr Brenda M., "Teachers’ Perspectives on Instructional Teaching Practices" (2020). Walden Dissertations and Doctoral Studies. 8906.