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Knowledge supports all aspects of reading including decoding, fluency, and comprehension (Cervetti & Hiebert, 2015; Cervetti & Wright, 2020; Duke & Cartwright, 2021; Kintsch, 1988, 1988; McNamara & Kintsch, 1996; Priebe et al., 2012). Early knowledge predicts reading growth, and science knowledge and reading have a mutually beneficial relationship throughout elementary school (Hwang, 2020; Hwang et al., 2023). Evidence also shows that students benefit when content learning and literacy instruction are integrated (Hwang et al., 2022). For these reasons, educators must focus on building students' knowledge in topics like science and social studies as early as possible. This is especially true for language minority students and students from economically disadvantaged homes (Morgan et al., 2016). Children's science misconceptions are widely documented (Carey, 2000; Chi & Roscoe, 2002; Kuhn & Pearsall, 2000; Vosniadou & Ioannides, 1998). If not directly addressed, they can persist and interfere with knowledge building (Kendeou & van den Broek, 2005; Vosniadou, 2013). Through instruction students can revise their knowledge to align with scientific findings. This is a process known as knowledge revision (Kendeou et al., 2014). Knowledge revision has been supported with the use of refutation texts with older students (Kendeou & O'Brien, 2014; Kim & Kendeou, 2021). No empirical studies have looked at the use of refutation texts with primary students. This study, part of a larger study called RAISE Learning (Read-aloud Instruction for Science Learning), examines how Kindergarten and first grade teachers use two genres of informational science text in read aloud sessions with small groups of students. One text is a standard informational text, the other is a refutation text. Both texts cover the same information about birds, however the refutation text was designed to activate common misconceptions about birds, explicitly refute them, and provide further facts to support children in building an accurate knowledge network about birds (Guzzetti et al., 1993). From transcripts of 15 video recorded read-aloud sessions with two text conditions, seven with refutation text and eight with standard informational text, student and teacher extratextual talk was analyzed with qualitative and quantitative techniques. Results showed that teacher questioning was the most common form of extratextual talk across both read-aloud conditions. Some types of teacher questioning were productive while others were less conducive to learning. A paired-sample Wilcoxen test revealed that teachers asked more questions with higher levels of abstraction and students produced more inferential talk in the refutation text condition. Descriptive statistics indicated that teachers' talk patterns varied widely by amount and type. Qualitative themes included high levels of student interest, lack of teacher comfort with the science topic, presence of student misconceptions, and the persistence of initiation-response-feedback (IRF) classroom discourse structure. Teacher interview analysis highlighted a spectrum of beliefs about student capacity, the purpose of the read aloud, the use of informational text, and what misconceptions arose during the read aloud sessions. This study supports the literature concerning how teachers can best leverage the read aloud to engage students with science texts and knowledge revision in the early grades. The findings from this study have implications for the integration of science and literacy with refutation texts in primary grades, teacher professional learning on the use of discussion to support engagement and knowledge acquisition, and policy to emphasize the use of informational text in the primary grades during the literacy block. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This phenomenological study investigated elementary teachers' perspectives on student engagement in competency-based education (CBE) classrooms in an upper Midwestern rural school district. The study addressed the limited research on CBE implementation in elementary settings by exploring teachers' lived experiences related to learner engagement. The central research question examined how eight teachers describe their experiences, with sub-questions focusing on the types of engagement that lead to greater learner success and the instructional best practices that increase engagement. Data was collected through classroom observations using the Learner Observation System and teacher reflections. The findings revealed a diverse range of learning engagement types, varied levels of student engagement, and effective strategies such as providing student choice, incorporating movement, utilizing small-group instruction, establishing clear expectations, encouraging active participation, maintaining a brisk pace, offering feedback, building relationships, ensuring relevance, and differentiating instruction. This research contributed to the understanding of student engagement in CBE classrooms from the perspective of elementary teachers, underlining the significance of incorporating active learning strategies, maximizing student agency, providing differentiated support, and fostering positive relationships to promote engagement and learner success. The study's findings have implications for educators, administrators, and policymakers involved in implementing CBE practices and improving student engagement in elementary education. Recommendations for further research include expanding the scope, investigating the alignment of best practices to CBE, and investigating long-term impact, including student perspectives, examining professional development, and exploring contextual factors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The problem addressed in this study was that most opportunities for professional learning in the field of education have been created and assigned without the teacher giving input through a needs assessment. The purpose of this qualitative descriptive study was to understand the experiences of veteran K-5 teachers who participated in an online state-mandated literacy training on foundational literacy and the science of reading who were not provided with an opportunity to give input through a needs assessment. The conceptual framework for this study was the application of andragogy to differentiated instruction, an approach typically applied to K-12 students. Criterion and snowball sampling were employed to achieve a sample of 15 veteran teachers working in the four main urban areas of Tennessee. Qualitative data collection included four open-ended questions presented in an online Qualtrics survey, a one-to-one interview recorded on Zoom, and member checking of transcripts sent through Google. Thematic analysis was completed with NVivo and aligned to the three research questions. The research findings aligned with the conceptual framework, as each participant addressed at least one of the components of differentiated instruction in their responses. The responses collected for this study indicate that the teachers in the research sample found value in the training because it included high-impact practices. Implications indicated a need for leaders in education to build a system of support to sustain new learning from the training that encourages collaboration without adding additional burdens to these professionals. This study provides insight to the perception of veteran teachers regarding standardized training and how leaders in education could prevent teacher burnout and attrition by differentiating professional learning while addressing gaps in content-based pedagogy and adaptive skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

California's K-12 student population is one of the most linguistically diverse in the nation, with nearly 40% of students who speak a language other than English. Despite federal and landmark K-12 policies supporting inclusion for multilingual learners (MLs), as revealed by the literature, MLs are often viewed through a white normative middle-class lens resulting in subtractive practices as displayed in academic achievement and high school graduation disparities. The purpose of this single district qualitative case study was to identify how MLs' cultural wealth has been leveraged and incorporated into secondary support systems. Using Yosso's asset-based community cultural wealth framework, the case study sought to amplify the voices of educators and parents at San Juan Unified School District, an urban district in northern California. Data collection included 12 semistructured one-to-one interviews with educators in various leadership and support roles, a focus group with five Spanish speaking parents, and an analysis of public facing documents. The triangulation of the data revealed three main themes: (a) Challenging the System Beyond Advocacy, (b) Affirming Cultural Identity, and (c) Systems of Support. These themes add to the limited research on asset-based practices by providing a counternarrative to the deficit lens through which MLs are often viewed. Based on the study's findings, recommendations for policy, practice, and future research are offered for stakeholders seeking to disrupt oppressive systems and instead celebrate the linguistic diversity that enriches our education system. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Students who attend school possess their own "funds of knowledge" from their home life and prior experiences (Moll et al., 1992). Yet, learners from diverse cultural and linguistic backgrounds are not viewed from a strengths-based perspective but rather a deficit perspective. The deficit perspective perpetuates the oppression and marginalization of students of color and multilingual students. Using a qualitative comparative case study research design, the study is rooted in the tenets of Critical Pedagogy (Freire, 2000), Critical Literacy, and Culturally Sustaining Pedagogy as it sought to uncover insights into asset-based instructional strategies that allow multilingual learners opportunities to participate equitably while developing essential foundational early literacy skills. As such, the following questions guided the study: What literacy instructional practices already exist in primary-aged classrooms that can draw from multilingual learners' assets? How does the density of multilingual learners in the classroom impact literacy practices? As a result of the data collection, it was apparent that multimodal supports, English Language Development, and Creating Identity and Agency through Inclusive Classrooms were asset enhancing strategies already occurring in kindergarten classrooms. What the study also revealed was a discrepancy in the number or frequency of strategies being used in the classroom based on the density of multilingual learners in the classroom. The findings and analysis section discuss recommendations for state and district policies, and implications for district professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teaching reading has been an ongoing challenge for many educators across the United States. Numerous studies suggest that teachers feel they were not adequately prepared to teach reading and have low efficacy in delivering literacy instruction. Teaching reading requires educators to be knowledgeable about the alphabetic principle, decoding new words, and how the brain learns to read. This exploratory study aimed to investigate the relationship between AIM Pathways Professional Development on teachers' literacy efficacy and knowledge compared to teachers who did not receive the professional development. A survey was administered to eighty-eight teachers in Mississippi Literacy Support Schools. Multidimensional scaling was used to identify similarities and dissimilarities among participants' responses. To determine if a relationship existed, Pearson r correlation was used. Descriptive statistics were analyzed to provide further analysis of the responses. Understanding teachers' literacy efficacy play a vital role in how educators deliver instruction to their students. In addition, studies show that teachers with high sense of efficacy directly impact student achievement. The results of this study supported the hypotheses. Teachers who attended AIM Pathways Professional Development had a higher sense of efficacy for literacy instruction and knowledge than their counterparts. In addition, AIM participants had similar ratings on the literacy efficacy scale compared to participants who did not attend the professional development. These findings are related to previous research on self-efficacy. In addition, discussions and implications for future policy and research into literacy efficacy are presented. The study did uncover a specific need for further research on teachers' sense of efficacy for literacy instruction and knowledge. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Rising rates of chronic absenteeism across the nation underscore the need to explore the impact of attendance on the foundational literacy skills of kindergarten students. The absence of young learners from school jeopardizes essential instruction pivotal for literacy development. This study draws on a quantitative correlational approach and delves into the relationship between absenteeism and kindergarten students' performance on a benchmark reading assessment. Bronfenbrenner's Ecological Systems Theory is a theoretical framework used to understand human development as a series of interconnected external systems that influence individual growth, beginning with immediate microsystems and expanding to broader exosystems. LinkIt! Form C archived data was used to decipher the link between the frequency of absences and the literacy outcomes of kindergarten students. The findings illustrate absenteeism's significance and adverse effect on reading achievement at the foundational level. While acknowledging the constraints of potential data inaccuracies, challenges of verifying causation, and the possible transcendence of extraneous variables, this study illuminates the potential influences that cut across Bronfenbrenner's ecological layers, urging a broader investigative lens. Future research is called upon to quantify the extent of the correlation between absenteeism and reading achievement for more expansive and generalizable insights. This research serves as a clarion call to education stakeholders to proactively combat chronic absenteeism head-on to mitigate its effect on early literacy development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative descriptive study was to explore how kindergarten through third--grade public school educators in diverse classrooms described the influence and challenges of multicultural teaching strategies, with a focus on content integration and knowledge construction, on learners' English language acquisition in Arizona. Two of Banks' Five Dimensions of Multicultural Education--integration and knowledge construction--were explored in this study. Using semi-structured interviews and lesson plan analysis, 11 K-3 educators shared experiences, revealing six themes. Theme 1 highlights cultural diversity's role in teaching practices. Theme 2 emphasizes English language learners' need for support in various language aspects. Theme 3 discusses overcoming obstacles in language learning facilitation. Theme 4 discusses the benefits of diverse instruction for language acquisition. Theme 5 addresses challenges in building knowledge in diverse classrooms. Theme 6 focuses on the lack of resources for multicultural education in English language acquisition. These findings underscore the significance of culturally rich content and understanding cultural components in enriching English language learners' experiences in K-3 classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The transition to five-year-old kindergarten is a pivotal time in children's development, setting the tone for the children's and their families' subsequent formal education experiences. Establishing connections between home and school is a key to creating a supportive learning environment for every child. This dissertation examines how home visiting facilitated connections between parents and teachers in support of their children's transition to kindergarten. Guided by Bronfenbrenner's bioecological model, this research conceptualizes the transition as a socially and culturally mediated process occurring within multilayered contexts. Participants included six kindergarten teachers and twelve families across five schools that were purposively selected to reflect the diverse population in the district. Data sources involved semi-structured interviews with parents and teachers, home visit reflections, and observations collected during the 2018-2019 school year. The data were analyzed using MaxQDA, a qualitative data analysis software program. The findings revealed that initiating and building home-school relationships was a significant benefit of home visiting. This advantage stood out when parents compared their experiences with generic transition practices including kindergarten orientation, play dates, and open house events. The findings also suggest that how teachers utilized home visits varied based on their beliefs and values. The teachers' goals for teaching and learning in kindergarten played a substantial role in how they perceived the effectiveness of home visits. This research adds contextual richness to the dynamics of home-school relations during the kindergarten transition period, suggesting the need for a shift from a school-centered approach to a relational approach in transition practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teachers of children with disabilities are not providing consistent opportunities for assistive technology (AT) services, even when mandated to do so. This phenomenon contributes to children with disabilities not receiving services that help their educational growth and development. The purpose of this study was to explore perspectives of K-2 teachers of children with disabilities in a rural Western school district about using AT when writing individualized education plans (IEPs) with parents. The conceptual frameworks for this study were Piaget's constructivism theory and Bandura's social cognitive theory. Eleven K-2 teachers of children with disabilities participated in semistructured recorded interviews. Data were analyzed using coding and categories to identify emerging themes. Results indicated participants viewed AT as a useful and comfortable service to use, assessments benefited performance while access to and availability of AT slowed IEP processes. IEP decisions based on assessments make monitoring progress of work of children with disabilities easier when working with parents, and educating and building relationships with parents helps to address challenges and barriers to AT implementation due to their value with IEP teams. Implications for positive social change include development of programs by administrators and experts that support collaboration among teachers and parents involving AT implementation and collaborative support that may also improve decisions when facing challenges and barriers to AT implementation with IEPs and monitoring progress of children with disabilities who use AT. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this experimental study was to examine the impact of English language learner (ELL) instructional extension strategies on African American K-2nd grade students with low-literacy proficiency. DIBELSO 8th edition literacy assessment for K-2nd grade was used to determine literacy proficiency during the study. The study included 74 participants from three K-8 schools in a North Central United States urban school district. Participants were randomly assigned to two different groups. Over the course of four weeks, one group experienced literacy curriculum content during RTI learning time using ELL instructional extension strategies, while the other group was taught using non-ELL instructional extension strategies. At the end of the study, the researcher gave all K-2nd grade participants a DIBELSO 8th edition literacy assessment post-test. The pre- and post-DIBELSO 8th edition assessment data were analyzed using an independent samples t-test and two one-way ANCOVA analyses. Based on the findings, there was no significant difference in literacy proficiency between African American K-2nd grade students with prior schooling experiences and those without prior schooling experiences. There was no significant difference in literacy proficiency between male and female participants while controlling for literacy proficiency pre-test scores. There was a significant difference in literacy proficiency between African American K-2nd grade students with low-literacy proficiency who experienced ELL instructional extension strategies and those who did not while controlling for literacy proficiency pre-test scores. The results of this study support the findings present in the literature. School decision-makers are encouraged to consider ELL instructional strategies as an instructional approach to further the reading proficiency of African American students with low-literacy proficiency. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this professional practice dissertation (PPD) is to create an annual program evaluation and provide Christian schools with effective practices for K-2 students for spiritual formation and biblical worldview. The evaluation process helps to identify areas of strength and growth that adhere to the school mission, Flourishing Faith Model, and Association of Christian Schools International standards to cultivate flourishing students, teachers, and leaders. The study is a qualitative action research design using appreciative inquiry. The data analyzed provide a summary of the recommendations and further action plan for effective practices for spiritual formation and biblical worldview in K-2 students. This PPD invites teachers and administration to review the action plan to improve the effectiveness of spiritual growth practices for K-2 students to flourish. An executive summary provides a concise outline of this PPD. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This mixed-method study examined the balance of narrative and informational text instruction in alignment with Common Core State Standards (CCSS), and teachers' professional learning opportunities in elementary classrooms. Surveys were sent to teachers in one midwestern state, and audio recordings of literacy instruction were collected in one kindergarten, one first grade, and one second grade classroom within one school district in that same state. Previous research suggests an imbalance in instructional time between narrative and informational texts (Braker-Walters, 2014; Duke, 2000; Hall et al., 2016; Kletzien & Dreher, 2016; Mackay et al., 2020; Yopp & Yopp, 2012), potentially contributing to an achievement gap favoring narrative text in K-2 classrooms. The research underscores the necessity of explicit instruction in comprehension strategies for informational texts due to their distinct structures and demands. The findings indicate that classrooms maintain a balanced approach to text genres with more time being spent on informational text. However, the additional time showed a deficiency in providing explicit instruction on informational text, and professional development that encompasses both informational and narrative text. This has implications for long-term literacy outcomes and offers insights for educators, administrators, and policymakers. The study emphasizes the significance of ensuring that primary grade teachers are equipped with the necessary skills to effectively teach a diverse range of genres. Additionally, it emphasizes the importance of providing teachers with opportunities to develop the skills required for teaching students effectively. To address this, educators must prioritize genre instruction, select appropriate curricula, and provide professional development opportunities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The current study examines the contribution of racial congruence on young children's speech and language production to determine if African American children produce more or different language with an African American assessor, as opposed to a White assessor. Participants for the current study were selected from a larger group of children participating in a research study investigating the heterogeneity of language between African American and White children in pre-kindergarten and kindergarten school settings located within the Western New York area. Children for the present study were identified by their primary caregiver as African American (n=19). Three trained assessors were all credentialed early childhood educators with extensive practical experience in speech-language pathology, general education, and/or special education. The assessors individually administered two of the study's six total counterbalanced study tasks. The findings indicate that children used African American English indiscriminately despite the race of the assessor; African American preschool-aged children did not produce more language in the racially congruent dyad and the White assessor produced more language in the interactions with the children than the African American assessor. Meanwhile, examinations of the qualitative data point to more subtle, racialized differences in linguistic interactions, with implications for early childhood assessment and instruction, as well as teacher preparation. Exploring the instructional milestones at which African American children alter their natural linguistic patterns holds significance, as it offers insights into how educational settings may inadvertently discourage the utilization of African American English, and ultimately African American culture. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This non-experimental, quantitative study explored how factors related to teachers' beliefs, curricular orientation, training and support received, and their identity and background experiences are associated with their use of curriculum. Specifically, this study sought to examine teachers' use of a curricular resource specifically designed to address the state standards and context of a mid-size urban school district. Research has shown that how teachers engage with and enact curriculum can lead to differential effects on student outcomes (Brown & Edelson, 2003; Cal & Thompson, 2014; Huntley & Heck, 2014; Lilliedahl, 2015; Remillard & Bryans, 2004). Yet, teachers' relationships with their curricular resources are dynamic and complex and are frequently mediated by factors such as beliefs, curricular orientation, knowledge, identity and experience (Brown, 2002; Cal & Thompson, 2014; Collopy, 2003; Lloyd et al., 2011; Remillard, 2005). Survey data were collected from kindergarten through fifth grade teachers in the Kansas City Missouri Public Schools (KCPS) specifically regarding their beliefs, curricular orientation, training and support received, and their identity and background experiences; and their self-reported use of the Tier 1 Reading Curriculum developed by the KCPS Curriculum and Instruction department. Utilizing both inferential and descriptive statistics, this study analyzed the survey data collected from Communication Arts teachers in KCPS to determine if there were statistically significant variations in curriculum use and if there were statistically significant associations between the aforementioned factors and teachers' curriculum use. The descriptive analyses produced results for curriculum use which were not statistically significant, yet the high level of variance indicated that the curriculum was not being used uniformly across all elementary teachers in the district. Inferential analyses resulted in statistically significant associations between teacher beliefs, curricular orientation, and teacher training. However, when considering the results of the regression analysis, the model did not provide any predictive ability. The results of this study contribute to and expand upon previous research regarding curriculum use in the classroom. If curriculum is intended to be used as a mechanism to improve student outcomes, then the essential relationship between teachers and curriculum must be considered when planning for and implementing a new curriculum resource. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Prekindergarten forms an important transition between home and formal learning in kindergarten, and prekindergarten teachers are essential contributors and influencers in their students' readiness into formal schooling. The problem addressed in this study was early childhood educators in one state in the southwestern United States are challenged regarding how they support the academic readiness of students who will be entering kindergarten. The purpose of this basic qualitative study was to explore prekindergarten teachers' perspectives regarding their support of academic readiness for kindergarten in prekindergarten students. The conceptual framework of this study was Pianta's ecological and dynamic model of transition. The research question addressed how kindergarten teachers describe their support of the academic readiness of students transitioning into kindergarten. Data were collected from semistructured interviews via Zoom teleconferencing with 10 prekindergarten teachers who taught students aged 3 to 5 in the target state. Data were analyzed using thematic coding. Results showed that teachers have a shared definition of school readiness; teachers' firsthand classroom experiences in assessing children's skills shaped their instructional practices and how they prepared children for kindergarten; and factors, such as lack of parental involvement, lack of instructional time, and changes in the classroom, affected teachers' effectiveness in helping children become school ready. Implications for positive social change include that the findings can help administrators become better informed of challenges in developing readiness in children. Positive social change can result when teachers are supported in their readiness efforts, and all children enter kindergarten fully ready. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Instructional technology in courses of K-12 level for English as a Foreign Language (EFL) learners demonstrates numerous benefits for their learning, including increased engagement and improved academic outcomes. However, integrating technology into teaching practices heavily relies on teachers' competence in technology. Even though teacher education programs train preservice teachers to use and integrate technology into instruction, they are not guaranteed to connect technological content knowledge to their pedagogical practices. In the digital age, the learning theory of Connectivism emphasizes the importance of the preservice teachers (PT) combining their instructional, pedagogical, and content knowledge to create a rich learning environment for students. This dissertation examined the impact of the Learning by Design model (LBD) enlightened by Connectivism when applied to a face-to-face technology integration course opened to EFL PTs. Through this study, I demonstrate how the model promoted EFL PTs' technology integration in teaching practice and their changes in Technological Pedagogical Content Knowledge (TPACK). This study adopted a mixed methods design, which consisted of two stages. The first stage was quantitative data collection and analysis, which contained the pre- and post-TPACK-EFL survey and H.E.A.T (higher-order thinking, engaged learning, authentic connection, technology use) scale. Participants were 116 EFL pre-service teachers who enrolled in a technology integration course. In the second stage, qualitative data were collected through focus group interviews and students' assignments. Quantitative and qualitative results indicated that the Connectivism-LBD model effectively promoted the EFL PTs' TPACK. The model's merits were the teacher's scaffolding, collaborative learning, and authentic design and practice opportunity. The improvement of this model was focused on three aspects: teachers' demonstration, discussion scaffolding, and selective revision. This research can provide a pedagogical approach for English language PT training programs associated with technology integration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

School districts continue to strive to enhance students' academic achievement. Various studies and literature highlight the significance of the role of non- academic subjects, which in Ontario, Canada, are referred to as learning skills. Teachers in Ontario are mandated to report on six learning skills three times in a school year within their students' provincial report cards. This study explores the role of the teacher in teaching, integrating, and assessing learning skills by examining what supports teachers require to teach, integrate, and assess learning skills, in addition to any barriers that teachers face regarding learning skills. This study is based on interviews conducted with twenty-five teachers who work at Halton Catholic District School Board in the Greater Toronto Area. All interviews conducted were virtual and were either one-on-one interviews or focus group interviews. This study is based on data from K-8 Catholic teachers who volunteered to participate in this study. The study is qualitative, and participants' responses were coded into themes. The findings indicate that teachers viewed lack of resources and PD, in addition to teacher subjectivity and limited teacher training to be predominantly the main barriers affecting their ability to teach, integrate, and assess learning skills in their classrooms. All participants in this study shared a need for more mentorship/PD, school support, and resources and training provided by the school district or the ministry to assist them in integrating, teaching, and assessing learning skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]