Date of Conferral
2020
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Andrew T. Alexson
Abstract
Teachers in the local research site are using student-centered learning (SCL) strategies as an instructional pedagogy to support students’ learning. However, they are experiencing barriers in implementing SCL strategies consistently. The purpose of this study was to examine teachers' perceptions of the barriers that prevent SCL strategies from being implemented consistently at a middle school in the Northeastern United States to support students’ learning. The conceptual framework used for this qualitative study was Schlossberg’s transitional theory. Data were gathered through semistructured interviews with 15 participants who taught at a middle school and used SCL strategies for at least 5 years. Data were analyzed through a priori coding and thematic analysis. Six themes were identified: (a) students’ resistance and inability, (b) problems relinquishing control, (c) pressure on curriculum and testing, (d) lack of technological resources, (e) lack of quality professional development, and (f) overcrowded and noisy classrooms. The significance of the study was to fill the gap in practice by exploring teachers’ inconsistency in implementing SCL strategies to support students’ learning. Findings may contribute to positive social change by gaining a body of knowledge related to the implementation of SCL strategies necessary to allow students to engage fully in educational activities to achieve better learning outcomes, which will enable them to master content and develop skills for optimal success in school, career, and civic life.
Recommended Citation
Plaisir, Lucy Judith, "Perceptions of Middle School Teachers’ Experiences with Student-Centered Learning Strategies" (2020). Walden Dissertations and Doctoral Studies. 9627.
https://scholarworks.waldenu.edu/dissertations/9627
