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The Science of Reading: A Phenomenological Study of Teacher Preparedness and Effectiveness in Teaching Reading

This phenomenological study examined elementary school teachers’ and administrators’ self-perception of their individual effectiveness and preparedness in teaching reading utilizing the Letters Essentials for Teachers of Reading and Spelling (LETRS) following a 2-year professional development series mandated by North Carolina’s Department of Instruction. To date, studies have focused on the results of standardized testing to determine teacher effectiveness in teaching reading. These studies provided an outside view of teacher effectiveness and do not provide teachers’ and administrators’ personal views of how training has assisted them in providing instruction. This study provided that information and offers school districts another point of reference in determining not only the effectiveness of current trainings but an insight into areas teachers and administrators feel they need additional support to be more prepared and effective. Ten participants were chosen at random following response to an emailed survey sent to all elementary school teachers and administrators in the county asking for volunteers and seeking knowledge on experience. Teachers chosen had at least 3 years of experience teaching reading with training in LETRS. Administrators chosen had at least 3 years of experience observing and evaluating teachers of reading and have training in LETRS. They participated in an interview by phone or virtually. Following interviews, trends were sought in educator answers to determine commonalities in their perceptions of their preparedness to teach reading following the principles of LETRS. Administrator responses were analyzed for trends in preparedness to effectively observe and provide feedback to teachers regarding using LETRS in their reading lessons. The study is valuable to schools as they look beyond test scores and look at the implementation of LETRS from the viewpoint of those who are on the frontline with students.

Teacher Attitudes, Efficacy, and Concerns in the Inclusive Classroom: A Cross-Sectional Survey Study

This dissertation explored stakeholder perspectives and experiences regarding students with disabilities in general education classrooms in the Siloam Springs School District, Arkansas. Using a survey design approach, this study attempted to determine teachers’ preparedness for inclusive education and to develop a district action plan consistent with state standards for equal access to the general curriculum. It also used various validated scales—the Teacher Efficacy for Inclusive Practices Scale, the Concerns About Inclusive Education Scale, and the Multidimensional Attitudes Towards Inclusive Education Scale—that gauge teachers’ attitudes, concerns, and efficacy in delivering inclusive instructions. Results were derived from 78 questionnaires that significantly compared special education and general education teachers’ efficacy in providing inclusive instructions. The results indicated that years of teaching experience are not significantly related to teachers’ cognitive, affective, or behavioral attitudes toward inclusion. However, special education teachers showed higher efficacy related to collaboration and inclusive practices. The findings highlight the need for targeted support and training on how best to enhance the capabilities of the teachers to implement inclusive education effectively, creating a more inclusive environment for students with disabilities within the district.

Integrating Technology With Literacy: K-3 Teachers’ Perception of Training Effectiveness

This qualitative phenomenological study examines K-3 teachers’ self-perceptions of the effectiveness of professional development on technology integration with literacy. Twelve K-3 teachers in an urban school district in the southeastern portion of the United States were interviewed to examine their experiences with the phenomenon. Semistructured interview questions and survey questionnaire were vetted by an expert panel and pilot test group. The researcher used Moustakas’s (1994) principles of phenomenological research and Creswell and Guetterman’s (2019) six-step process to analyze data. Data collected from interviews were coded using MAXQDA software to identify themes. Ten themes emerged, highlighting key aspects of professional development experiences. Participants expressed a strong desire for autonomy in selecting professional development opportunities in a safe and supportive learning environment. They emphasized the importance of differentiated training tailored to their specific needs. Participants preferred interactive, hands-on, and ongoing training where they could explore new technology tools in real time. They reported that instructional technology supported literacy development, enhanced student engagement, and facilitated differentiation. However, accessibility and frequent program changes created challenges. Veteran teachers found professional development helpful in fostering confidence and competence when using technology for literacy. The findings align with social constructivist theory and adult learning theory as the theoretical framework. Technological pedagogical content knowledge is also related to this study. Study findings suggest that future practices in selecting professional development and the structure of professional development should be rethought. Also, findings found that professional development should be relevant, interactive, ongoing, and supportive, and there should be open communication between educators and school leaders to communicate the rationale for professional development. Future research should explore the impact of differentiated professional development, evaluate effective digital tools for literacy, and investigate technology’s role in supporting diverse learners and special education. Understanding how autonomy influences teacher engagement in professional development could further inform best practices, ultimately enhancing literacy instruction and student learning outcomes.

Unmasking the Hero: A Phenomenological Study of Black Male Educators’ Lived Experiences Beyond the Role of Disciplinarian

Black male educators are pivotal in creating challenging and rewarding experiences for students. Given their disproportionate representation in PK-12 academics, they are expected to serve as disciplinarians more than educators. This qualitative phenomenological study explores the lived experiences of Black male educators, unmasking how they navigate this dual role; the challenges faced; stereotypical roles; and their influence on students’ perception of race, authority, and masculinity, while battling personal and professional challenges that ensue. Based on transformational leadership, social learning theory, and trait leadership theory, this study utilized semistructured interviews with Black male educators to uncover key themes that emerged, given their responsibilities. The findings suggest there needs to be a more equitable distribution of disciplinary responsibilities among Black male educators, including increased leadership opportunities and professional development for all educators.

Elementary Special Education Teachers’ Perceptions of Self-Efficacy Post-COVID-19 Pandemic

This phenomenological study explored six elementary special education teachers’ perceptions of self-efficacy after transitioning back to in-person instruction following the COVID-19 pandemic. During focus group interviews, they discussed their challenges with remote teaching and how they adapted their instructional approaches when resuming face-to-face teaching. Three key themes emerged from the study: (a) navigating remote learning and the return to in-person instruction, (b) adapting remote instructional practices to face-to-face learning, and (c) perceptions of self-efficacy. They identified significant challenges, including learning gaps, limited social–emotional growth, and inadequate school district preparation for potential future closures due to crises. Despite these challenges, collegial relationships supported their adaptation to the remote classroom. Participants employed familiar instructional methods, including small group instruction and coteaching with general education teachers as they resumed in-person teaching post-COVID-19 pandemic. The study participants portrayed their self-efficacy as a passion for teaching and confidence in their ability to support their students. Ultimately, the findings from this study highlight the need for school districts to take proactive measures to prepare special education teachers for future crises.

An Action Research Study on How Professional Learning Communities Foster Equity and Student Achievement in Alternative Settings

This professional practice dissertation (PPD) aimed to investigate how professional learning communities (PLCs) promote equity and student achievement in alternative settings through effective collaboration. The study sought to answer the following questions for analysis: Does participation in PLCs within an alternative education setting increase academic performance in the classroom? What are teachers’ perceived best practices in teacher collaboration that contribute to improved student outcomes in alternative educational environments? The theoretical foundations of cooperative learning theory and transformative theory provided the conceptual framework for this study. The participants were teachers in a 6-12 alternative education environment in a northeast school district of the United States. The sources of data included seven individual in-depth interviews, one focus group interview, and data from 12 completed Professional Learning Communities Assessment-Revised (PLCA-R) questionnaires. The interviews and observations were analyzed through thematic analysis. The PLCA-R questionnaires were analyzed using the mean measure of central tendency. Three major themes emerged: PLCs with purpose, transformative collaboration, and elevating student achievement. The findings confirmed that PLCs do improve teacher practice and have the potential to increase student achievement if structured with purpose. The overall perceptions of teachers indicated that PLCs are supported by administration and team members.

You Belong Here—Why It Matters: A Phenomenological Study of Online Doctoral Faculty and Students

Traditionally, attrition rates for doctoral studies are as high as 50% and even higher in online doctoral programs. Research connects a sense of belonging with positive outcomes such as program completion. This study included interviews with online doctoral faculty and students to determine what practices and techniques could increase students’ sense of belonging, thereby increasing completion rates. Furthermore, students were asked how a sense of belonging has impacted their academic success and contributed to their growth as Christian leaders. Students were asked open-ended questions to allow full expression of their thoughts and feelings. This study included a review of faculty and student perceptions of campus support services and their usefulness in a fully online program. Student responses were reviewed through an understanding of adult learning theories. Students in the coursework phase of this doctoral program are viewed through an andragogy lens. Students in the dissertation phase are generally more successful when they have mastered the competencies that prepare for extended research and have self-determination, as seen through the lens of heutagogy.

A Phenomenological Study of Lived Experiences of Students Who Reported Psychological Maltreatment by Teachers

This study explored the phenomenon of psychological maltreatment of high school students by teachers in the United States, a critical yet under-researched area in educational psychology. Utilizing a hermeneutic phenomenological approach, this qualitative research investigated the lived experiences of former high school students who have self-reported psychological maltreatment in the classroom. The study identified specific types of psychological maltreatment that were experienced by high school students. The study also examined the socio-academic impacts of maltreatment in addition to identifying personality characteristics of teachers who engaged in such behavior. Previous key findings revealed various forms of maltreatment, including verbal degradation, emotional neglect, and psychological manipulation, which significantly affect students’ mental health, academic performance, and social relationships. Previous research also identified the influence of teacher personality traits, such as low self-control and high stress levels, on the likelihood of employing psychologically abusive behaviors. This study informs researchers, educators, administrators, and policymakers about the prevalence and consequences of psychological maltreatment in schools, providing insights for developing strategies to create safer and more supportive learning environments.

Closing the Literacy Gap: A Phenomenological Exploration of Teacher Perceptions of the Social and Emotional Development of Successful Urban African American Middle School Intervention Students

For decades, many Black students have academically lagged behind other ethnic groups, specifically White students. Despite efforts to address the achievement gap, inequalities in education still exist in the nation. Understanding how different ethnic groups learn and their diverse characteristics is vital for closing the Black–White academic achievement gap. To close the achievement gap for urban African American adolescent intervention students, it is important to understand their differences and development, including their beliefs, values, and attitudes. This qualitative study explored six middle school teacher perceptions of the social and emotional development of successful urban African American students who struggled with literacy and eventually achieved reading proficiency in a middle school literacy intervention. It aimed to understand how noncognitive factors, such as social and emotional development, may affect the academic achievement of urban African American adolescent intervention students due to their behavioral engagement, negative experiences, and cultural values that may impact reading achievement. The research design used transcendental phenomenology and collected data using an online survey, along with virtual semistructured interviews. This study used validation strategies such as triangulation, clarifying researcher bias, and member checking to ensure the validity of its findings. The findings of this study revealed that middle school teachers perceived that both cognitive and noncognitive skills contributed to the literacy achievement of successful urban African American middle school intervention students. The three overarching emergent themes representing the social and emotional development of these students included relationships skills, self-awareness, and self-management.

An Investigation of the Factors Influencing Educational Outcomes for Latinas in Higher Education

Educational attainment gaps among Latinas in the United States contribute to socioeconomic disparities and limit professional advancement. While college enrollment has increased, Latina students continue to fall behind in degree completion. This study examined these disparities using a mixed-methods approach, incorporating surveys and interviews to explore structural and cultural barriers. Key challenges included socioeconomic status, familial expectations, limited academic resources, and systemic biases. Gendered norms add pressure as Latina students balance family and academics. Negative stereotypes impact confidence and persistence. Despite obstacles, many demonstrate resilience, benefiting from mentorship and institutional support. This study evaluated existing programs and recommended targeted interventions, such as increased financial aid, mentorship, and inclusive campus environments, to promote Latina student success in higher education.