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Problem-solving, collaboration, and adaptability to in-person and virtual environments are critical for success today. Therefore, brick-and-mortar and online instructional models have shifted to ensure that K-12 students are prepared with these skills for 21st-century challenges. Grounded in systems theory, the study examined the inputs, processing, and output components that affect student learning of high school geometry in a fully online teaching environment. The study quantitatively evaluated the impact of problem-based learning and collaboration on student success (system outputs -- i.e., student grades and completion time). Course version served as the independent variable: Version A was the traditional geometry course, while Version B was enhanced with problem-based learning and collaboration activities. The sample consisted of 5,486 student records generated using propensity score matching: 53% females and 47% males, 53% public-school students, and approximately two-thirds non-honors course enrollment type. The average age of students was 15.53 years old, and the modal enrollment grade level was Grade 10. The independent samples t-test results indicated that students in the problem-based learning course earned lower semester grades compared to students in the traditional course -- first semester: p < 0.001; second semester: p < 0.001. The effect sizes for these differences, as measured by Cohen's d, were 0.38 (first semester) and 0.41 (second semester), indicating a small-medium effect. Moreover, several variables predicted students' final grades: student age, number of weeks a student took to complete a semester, course enrollment type, course semester, and course version (R[superscript 2] = 0.301). Future research should replicate the current study and integrate a qualitative component to ensure future redesign of the geometry course focuses on collaboration and problem-solving to match instructional and assessment approaches. [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.]

Societal shifts increasingly demand that people work across social and geographic borders, often virtually, to solve complex problems in the areas of education, environment, healthcare, poverty, technology innovation and ethics, and more. This collaboration requires critical and emancipatory dialogue and problem-solving. This qualitative multiple case study examined two online professional studies graduate-level courses that employed collaborative problem-based learning to engage with social-justice related themes, one that explored inclusive educational practices, and one that explored the negotiation of global environmental treaties. The purpose of this study was to investigate how students engaged in emancipatory dialogical practices and determine the factors that influenced their ability to engage with one another and with the content in humanizing and emancipatory ways. Paulo Freire's (1970) writing on emancipatory dialogue as a transformative pedagogical practice served as a theoretical framework. Existing scholarship positions Paulo Freire's principles, including engagement with generative themes, problem-posing, dialogue, and praxis as well-aligned with the philosophical underpinnings of collaborative problem-based learning (Armitage, 2013). This study set out to gather empirical data that would explore the nature of that connection in an online professional studies course, including the ways that students engage in dialogue with one another and gain insight into how teachers can support the practice of productive emancipatory dialogue that would orient students toward critical consciousness and praxis in their lives. A qualitative cross-case analysis elucidated the characteristics of emancipatory dialogue as they played out in these two online courses, revealing insights into the way students engaged in generative theme exploration, problem-posing dialogical exchange, anti-dialogic exchange, and praxis. The findings also suggest internal and external factors that influence the degree and nature of liberatory group dialogue. Internal factors include community, accountability, evidence-based approach, and power balance, all of which support democratic group dynamics that foster dialogic exchange. External factors include instructor role, technology, scaffolding, and assignment design. These findings indicate a promising association between collaborative problem-based learning methods and fostering emancipatory dialogical practices among students. The themes reveal insights that may support educators in making pedagogical decisions that maximize the value of these practices and enable students to engage in emancipatory praxis beyond the classroom. [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.]

Problem based learning is a teaching methodology that utilizes patient scenarios to facilitate student learning that may improve clinical reasoning. While problem based learning has been adopted in many medical schools, the transition to other health profession schools, including physical therapy schools, has been slow and often criticized. The problem addressed in this study is that physical therapy facilitators need training that addresses their unique needs to ensure their self-efficacy in implementing problem based learning. The purpose of this qualitative case study was to explore how physical therapy educators' participation in physical therapy-specific problem based learning training influences their perceived self-efficacy to implement problem based learning at a private university in Texas. Bandura's theory of self-efficacy provided the framework for this study. Data was collected using semi-structured interviews and focus group. Purposive sampling was used to select 10 participants who had previously completed an advanced PBL facilitator training. An interview and focus group were performed. Interviews and focus group were transcribed and data was searched for recurring themes that could be coded, categorized, and labeled based on patterns. Saldana's coding methods were used to create categories, which were then used to predict patterns that could occur in other contexts. Five major themes emerged during data analysis: (1) training has a positive effect on self-efficacy, (2) experience has a positive and powerful effect on self-efficacy, (3) familiarity with classroom techniques positively affects self-efficacy, (4) peer discussion and peer-modeling play a role in self-efficacy, and (5) training alone, without peer modeling, peer discussion, and experience cannot prepare facilitators for all of the challenges they will face while teaching using a problem-based learning approach. Understanding how to design the most appropriate and effective professional development for educators in health professions programs using a problem-based learning methodology can improve the self-efficacy of educators and may lead to improved student outcomes. [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 hermeneutic phenomenological study was to understand the lived experiences of teachers in kindergarten through first grade utilizing digital technologies to engage elementary students during mathematics instruction. This phenomenological study was guided by the following research questions. (1) How do elementary teachers describe their lived experiences utilizing digital technologies during instruction? (2) What pedagogical practices do elementary teachers share are effective when incorporating digital technology into the classroom to engage their students? (3) How do elementary teachers describe their capacity to use digital technologies as a student engagement tool for mathematics instruction? Three streams of research, theory, and practice make up the conceptual framework that guided this investigation. The first stream, Technological Pedagogical and Content Knowledge (TPACK) focused on content knowledge, pedagogical knowledge, and technological knowledge. The second stream, Classroom-based pedagogies of student engagement, focused on a learner-centered paradigm, collaborative/cooperative learning, and problem/project-based learning. The third stream, digital technology, focused on digital academic content tools, digital productivity tools, and digital communication tools. The researcher conducted individual interviews and collected artifacts related to the study with six teachers who teach kindergarten and/or first grade students in mathematics in any public district located in Suffolk County New York. The researcher also kept a journal to bracket any bias. Three results emerged from this study. Result One: Utilizing digital technology during mathematics instruction has revolutionized how students engage in learning because it is interactive, colorful, fun, relatable, and creates independence in students. Result Two: Digital technology provides opportunities for students to become active participants during mathematics instruction and keeps them engaged because it provides a multi-sensory approach, differentiation of instruction, and scaffolding to reach all students at their levels. Result Three: Digital technology enhances teacher's teaching styles and they feel confident using it as a resource that facilitates student engagement during their mathematics instruction. The results of this study hold implications for elementary teachers who instruct mathematics and superintendents. Based on the results of this study it is recommended that elementary school teachers should be required to utilize digital technology to encourage student engagement during mathematics lessons, elementary school teachers should employ effective pedagogical practices while utilizing digital technology to encourage student engagement during mathematics lessons, and school districts need to create a structure that is utilized districtwide on how to implement and utilize technology for mathematics instruction. [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 high school teachers describe problem-based learning as an instructional model for student learning in various academic disciplines in the United States. The research was grounded in constructivist learning theory and Problem-based learning (PBL). The study addressed two research questions RQ1: How do teachers describe the use of PBL as an instructional model for student learning in different disciplines? and RQ 2: How do teachers describe the benefits and shortcomings of PBL as an instructional model in the discipline they teach to enhance student learning? The sample consisted of N = 23 full-time licensed high school teachers who use PBL in their classrooms. The teachers were recruited using convenience and snowball sampling techniques. The two data sources were one-on-one semi-structured interviews (n=12) and two focus group interviews (n=6, n=5). The data were analyzed inductively using Braun and Clarke's (2022) six phases of thematic analysis. A codebook was developed to capture steps in the analysis process. The study revealed six themes that answered the research questions. RQ1: (1) purposeful learning experiences, (3) building and sustaining student agency, (4) equitable access to disciplinary content, and (5) collaborative engagement. RQ2: (2) transference of knowledge and skills and (6) perception of teaching and learning. Teachers described the benefits and shortcomings of using PBL in their academic disciplines. They shared insights on implementing PBL effectively to create a student-centered academic environment and encourage student ownership of learning. [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.]

A theoretical framework grounded in constructionism and pragmatism theories supported research on learning by doing. This framework underpinned the purpose of this qualitative case study to explore how K-8 STEM teachers facilitated projects utilizing innovative technologies to solve community-based problems. The problem was a lack of connection between community-based problems with current standards and pedagogy designed to develop a globally competitive workforce. A gap in the literature existed for studies investigating the combination of community-based problems and innovative technology. In examining the problem, the qualitative case study used interviews with 15 STEM teachers in the Midwest United States. Qualitative data analysis software NVivo version 14.23.0 was used to code the interview data. The final analysis relied on a bottom-up approach with inductive reasoning to draw conclusions. The results demonstrated how teachers in STEM programs designed purposeful learning for students and resulted in five themes: STEM Habits of Mind, Lens of Empathy, Connecting Beyond the Classroom, Designing Purposeful Learning, and Innovative Solutions. Conclusions drawn from the results may inform STEM teachers' pedagogical choices and future programming decisions. Using resources and experts outside the classroom could spark ideas and generate problems and solutions from different perspectives. Solving real-world problems for others moved students from skills-based learning with technology to a problem-solving focus, generating innovative solutions. Teachers learning from this research could harness technology's power for society's good by creating lessons that focus on empowering students to find solutions to current problems in their communities. [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.]

To address the challenge of low academic results in mathematics the district adopted a new curriculum. After three years of utilizing a problem-based learning mathematics curriculum resource, there is a varied degree of utilization and teacher buy-in with regards to a district implemented problem-based curriculum. During this time, there has been low student achievement in mathematics and inconsistent implementation of the district adopted curriculum. Teacher buy-in is needed to address the inconsistency. What are the factors that influence teacher buy-in of a new curriculum? This study examined surveys from teachers by conducting a factor analysis to determine factors that contribute to teacher buy-in and a means table analysis to determine the differences in years of teaching experience and buy-in factors. Results of the study indicate factors such as training and administrator support contribute to buy-in. Implications for school leadership and future curriculum research are discussed. [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.]

Because non-cognitive constructs can influence student success in education beyond academic achievement, it is essential that they are reliably conceptualized and measured. Within this context, there are several gaps in the literature related to correctly interpreting the meaning of scale scores when a non-standard response option like I do not know (DK) is offered. These include how adolescents utilize and interpret this type of response option and how nominal response models can be used to determine the placement, scoring, and utility of DK response options. The purpose of this dissertation is to add to the limited literature in these areas by analyzing item responses from 5,238 high school students collected during the 2021-2022 academic year. These students, who attend 35 different schools within a large learning network, responded to a Culture Survey that included informational and demographic questions as well as 79 items corresponding to 10 different latent constructs situated within a context of problem-based learning, culturally responsive teaching, and equity pedagogy. The response format continuum provided to participants included a DK response option which makes this data set ideal to investigate not only how adolescents use DK responses but also the efficacy of the nominal response model in determining placement, scoring, and utility of a DK response option. To that end, the data pertaining to three latent constructs--a nine-item scale related to learning environment, a seven-item scale related to learning experiences, and an eight-item scale related to problem-based learning--were examined. Trends in DK response option selection when compared to missing data suggest that participants used the DK response to convey information. This finding provides rationale for the remainder of the study which uses the nominal response model to determine appropriate order and scoring of the DK option so that student scores for these three latent constructs can be properly tallied. Finally, through comparison of fit statistics as well as total information curves for all three constructs, I show that the nominal response model provides a better fit than the more parsimonious graded partial credit model. Results highlight the need to empirically assess the function of all response categories so that latent traits, which can influence student success beyond academic achievement, are accurately assessed. [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 the study is to see if there is a significant difference in chemistry exam achievement growth for 10th grade students in classes with problem-based learning compared with those students in classes with direct instruction. The state in which the study was conducted is developing new standards that are challenging students more than ever before, and chemistry scores have been low. Past research has not investigated the use of problem-based learning and whether there is a difference in achievement growth on this state exam. The primary research question for this study is the following: Is there a significant difference in chemistry achievement growth for 10th grade students in classes with problem-based learning compared with those students in classes with direct instruction? The secondary research question is: Is there a significant difference in chemistry achievement growth by gender for 10th grade in classes with problem-based learning compared with classes using direct instruction? The tertiary research question asks the following: Is there a significant difference in chemistry achievement growth by sub scores for the 10th grade students in classes with problem-based learning compared with those students in classes with direct instruction? The research methodology was a quantitative causal-comparative design. The population was the total number of sophomores that took this test which was 3,268. The sample size was 2019 chemistry scores from 102 students. The statistical analysis used in this research was multiple t-tests. The findings from the research study at hand revealed there is a significant difference in chemistry achievement growth for the 10thgrade students in classes with problem-based learning compared to students in classes with direct instruction. The data also showed a significant difference in terms of gender for classes with problem-based learning and those using direct instruction. The research also concluded that there is a difference between the scores on subsections of the chemistry exam among students who were in the problem-based learning classroom compared to those in the direct instruction classroom. [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.]

Mathematics is an important component of our everyday lives. It involves necessary skills, such as computation, problem solving, and critical thinking. In spite of this, a significant portion of our students are unable to demonstrate proficiency. These students are typically the underserved, marginalized students who are over represented in remedial classes and behavioral statistics (Gibson, 2022; Harper, 2010, 2021; Zilanawala, et al., 2018). This research study presented two instructional interventions, culturally relevant pedagogy and problem-based learning, to examine the impact of self-efficacy, critical thinking, and mathematical achievement. This study utilized a mixed-methods triangulation design. The participants of this study were 36 third-grade students, who were assigned to this researcher's homeroom and targets math classes. Data collection instruments included pre- and post- student surveys, behavioral checklists, and semi-structured student interviews. Results of this study indicated that culturally relevant pedagogy and problem-based learning had a statistically significant impact on student attitudes, critical thinking skills, and mathematical achievement. [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 doctoral project explores the relationship between Catholic school culture and teacher burnout within the context of Catholic secondary schools in the state of Texas. While the subject of teacher burnout has gotten considerable attention in educational research, there is very little research on the specific relationship between school culture and teacher burnout within a Catholic secondary school setting. The goal of this study is to address this gap of knowledge by examining how the quality of culture, unique to Catholic schools, impacts teacher burnout. Utilizing a problem-based learning approach, this dissertation employs a survey designed to measure the quality of culture and the level of burnout experienced by faculty. The survey uses both quantitative and qualitative survey items to gather information from faculty currently employed in a Catholic secondary school. The research covers the distinctive elements of Catholic school culture: mission and vision, academic excellence, service, community and collegiality, and belonging and inclusion. It also covers the subscales of teacher burnout, identified by Seidman & Zager (1986): career satisfaction, perceived administrative support, coping with job-related stress, and attitudes towards students. Through an analysis of the survey data, the study seeks to determine if there is a correlational relationship between the quality of culture with a Catholic school and the level of burnout experienced by teachers. Additionally, it explores the ways which school leaders might help to mitigate the level of burnout by improving the quality of culture within their schools. The findings of this research contribute to a deeper understanding of teacher burnout within the context of Catholic schools and provide valuable insights for school leaders, administrators, and policymakers. By shedding light on the relationship between Catholic school culture and teacher burnout, this doctoral project offers a foundation for the development of strategies aimed at fostering healthier work environments for teachers in Catholic secondary schools in Texas and potentially beyond. [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 past two years of the pandemic have increased student and teacher anxiety and depression as the focus on public schools have added to the national angst, on topics such as race and equity, curriculum and material taught, and teacher training. This places more emphasis on school leaders to play an active role in improving school climate and culture. This qualitative research investigation presents findings from interviews of school leaders about how they assess the fidelity of the implementation and observed effects of culturally proficient practices and collective efficacy in their institution. The problem investigated will be whether and what types of evidence-based tools and practices leaders utilized to evaluate the degree of implementation or the resulting effects of their cultural proficiency or collective efficacy practices. The investigation was guided by the following research questions: "What are the administrative leadership teams' perceptions of their practices utilized to support efforts to implement collective efficacy?" and; "What strategies do administrative leadership teams perceive they use to support their implementation related to cultural proficiency?" This research conducted interviews with leadership teams of institutions reporting that they work to implement culturally proficient practices and build collective efficacy. The leadership teams interviewed all reside within one suburban area of a metropolitan section of one Midwestern state. Through the problem-based learning investigation, the research team found while school leaders understand the need for creating an effective, efficacious, culturally proficient organization, leaders must clearly communicate to build trust and continuously work to build genuine relationships. Yet, due to varying needs and differing organizational structures, there is no one universal evaluation tool available to support school leadership. [The dissSum/en-US/products/dissertations/individuals.shtml.]

For over a century, teacher-centered learning occurred as the most prominent method of teaching students (Medve, 2023). The student-centered classroom provides students the opportunity to focus their learning on curriculum which is interesting to them. "Problem-Based learning (PBL) is a type of student-centered learning heavily influenced by constructivism" (Medve, 2023). According to Medve (2023), the purpose of this quantitative, quasi-experimental study was to explore if there is a difference in the academic achievement on norm-referenced and criterion-referenced assessment scores of students in a Central Florida high school who were taught in a PBL classroom as opposed to a traditional lecture-style classroom. This study investigated the differences in ninth and 10th- grade PBL versus traditional students' performance on norm-referenced and criterion-references assessments. Four research questions were asked in this study. Results indicated that ninth and 10th grade students enrolled in the PBL classroom had significantly higher scores on the criterion-referenced assessment (p = 0.023, and p = 0.0075, respectively) and on the norm-referenced assessment (p = 0.023, and p = 0.0065, respectively). Scores for the ninth-grade students on the norm-referenced assessment were inconclusive. "The conclusions drawn from this study indicate that students taught through PBL at this Central Florida high school have increased assessment results compared to their peers taught through traditional methods" (Medve, 2023). Implications from this study can be used to determine if additional research is needed in the various teaching settings based on the differences in the ninth and 10th-grade results on the norm- and criterion-referenced assessments. [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 past two years of the pandemic have increased student and teacher anxiety and depression as the focus on public schools has added to the national angst, on topics such as race and equity, curriculum and material taught, and teacher training. This places more emphasis on school leaders to play an active role in improving school climate and culture. This qualitative research investigation presents findings from interviews of school leaders about how they assess the fidelity of the implementation and observed effects of culturally proficient practices and collective efficacy in their institution. The problem investigated will be whether and what types of evidence-based tools and practices leaders utilized to evaluate the degree of implementation or the resulting effects of their cultural proficiency or collective efficacy practices. The investigation was guided by the following research questions: "What are the administrative leadership teams' perceptions of their practices utilized to support efforts to implement collective efficacy?" and; "What strategies do administrative leadership teams perceive they use to support their implementation related to cultural proficiency?" This research conducted interviews with leadership teams of institutions reporting that they work to implement culturally proficient practices and build collective efficacy. The leadership teams interviewed all reside within one suburban area of a metropolitan section of one Midwestern state. Through the problem-based learning investigation, the research team found while school leaders understand the need for creating an effective, efficacious, culturally proficient organization, leaders must clearly communicate to build trust and continuously work to build genuine relationships. Yet, due to varying needs and differing organizational structures, there is no one universal evaluation tool available to support school leadership. [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 past two years of the pandemic have increased student and teacher anxiety and depression as the focus on public schools has added to the national angst, on topics such as race and equity, curriculum and material taught, and teacher training. This places more emphasis on school leaders to play an active role in improving school climate and culture. This qualitative research investigation presents findings from interviews of school leaders about how they assess the fidelity of the implementation and observed effects of culturally proficient practices and collective efficacy in their institution. The problem investigated will be whether and what types of evidence-based tools and practices leaders utilized to evaluate the degree of implementation or the resulting effects of their cultural proficiency or collective efficacy practices. The investigation was guided by the following research questions: "What are the administrative leadership teams' perceptions of their practices utilized to support efforts to implement collective efficacy?" and; "What strategies do administrative leadership teams perceive they use to support their implementation related to cultural proficiency? "This research conducted interviews with leadership teams of institutions reporting that they work to implement culturally proficient practices and build collective efficacy. The leadership teams interviewed all reside within one suburban area of a metropolitan section of one Midwestern state. Through the problem-based learning investigation, the research team found while school leaders understand the need for creating an effective, efficacious, culturally proficient organization, leaders must clearly communicate to build trust and continuously work to build genuine relationships. Yet, due to varying needs and differing organizational structures, there is no one universal evaluation tool available to support school leadership. [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 action research study was to explore the impact of problem-based learning on science instruction in my eighth-grade college preparatory classroom. Constructivism was the framework for this study. Problem-based learning is based on constructivist principles, and it served as the instructional model for this study. PBL can foster the use of problem-solving skills, critical thinking skills, and communication skills, which are needed in the 21st century. This research study was centered around three research questions. The first question asked about the impact PBL has on students' science achievement. The second question asked how does PBL impact students' engagement towards science and learning. The third question asked how does PBL impact students' problem-solving skills. This research study utilized a mixed-methods design. Quantitative and qualitative data showed that although some students struggled with abstract scientific concepts, PBL increased students' academic achievement in science. Data also showed that while students may need frequent redirection, the activities utilized while implementing PBL engaged most students. I also found that although students may need additional support, PBL improved students' problem-solving skills. An action plan was created to implement PBL school-wide. Implications for classroom practice and future research were also discussed. [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.]

In response to decreasing motivation in high school math classrooms, teachers are transforming classrooms with various instructional techniques. Traditional math instruction relies on direct instruction and memorization of content, processes, and skills. Teachers are transitioning to more constructivist student-led approaches. Utilizing multiple instructional designs provides teachers more opportunities to access the major components of the ARCS Model: attention, relevance, confidence, and satisfaction. Therefore, the purpose of this action research was examining problem-based learning in a flipped classroom instructional environment and measuring its effect on students' motivation and achievement in Algebra 2. The study addressed the following research questions: (1) What is the impact of problem-based learning in a flipped classroom instructional environment on students' motivation in mathematics?; (2) What is the impact of problem-based learning in a flipped classroom instructional environment on students' self-efficacy in mathematics?; (3) What is the impact of problem-based learning in a flipped classroom instructional environment on students' mathematics achievement on Systems of Equations and Quadratic Functions?; and (4) What are students' perceptions of problem-based learning in a flipped classroom instructional environment? The action research innovation lasted seven weeks. Students responded to a Motivation in Mathematics Survey and answered items from a Diagnostic Test on Systems of Equations and Quadratic Functions, before and after the innovation period. Students' diagnostic test scores showed a significant increase (t(21) = 4.75, p < 0.001, Cohen's d = 1.01) from preinnovation to postinnovation measures. However, students' overall motivation (t(21) = 0.91, p = 0.187) and self-efficacy subscale scores (t(21) = 1.69, p = 0.053) on the motivation survey were not significantly different. Students also participated in interviews and math journals, in conjunction with teacher observations. Findings were analyzed to establish five themes: (1) Students desired more traditional structure than problem-based learning in a flipped classroom; (2) Problem-based learning was time consuming and prevented practicing math skills; (3) The encouragement and effort of their teacher positively affected their motivation more than other factors; (4) Motivation was lower due to time required and time of the school year; and (5) Students developed real-world skills through engaging, relevant, and high value tasks. [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 typical middle school in the United States is designed for superficial learning rather than deeper learning, compliance rather than engagement. This study sought to understand and develop problem-based learning (PBL), student choice, and community partnerships to increase deeper learning. Participants and data collected in Cycle 1 consisted of teachers and community partners who offered insight on the implementation of a three-week PBL unit. Action step activities were designed, implemented, and evaluated in Cycle 2 to provide understanding and support for implementing PBL, student choice, and community partnerships in a middle school. The PBL instructional framework was delivered to a semester-long Leadership class of seventh and eighth graders at a public middle school. Students chose and worked to solve problems that interested them from a pool of problems provided by community partners. Evaluating the results of the action research study included interviews with the teacher, community partners, and student focus groups. Student work and observation fieldnotes provided critical data that assisted in the evaluation process. The study concluded that PBL, student choice, and community partnerships can promote deeper learning and engagement at the middle school level. Implications for middle schools include an innovative pedagogical strategy to increase engagement and deeper learning and an implementation plan. [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.]

More than 85% of federally funded research initiatives fail to produce significant positive results (Coalition for Evidence-Based Policy, 2013). Moreover, of the less than 15% that do yield positive results, none show replicability outside of their original setting (Pogrow, 2017; Kizilcec et al., 2020). Mixed results are present in even the most promising areas of work. Decades of research show Collaborative Problem-Solving (CPS) is an effective instructional method. However, between study variations of effect sizes plagues the expansion of CPS into the classroom. The purpose of this dissertation is multifold. First, I show that research in the past decade still shows that CPS is a more effective instructional method than traditional lecture-based techniques. Second, I examine for statistical differences in the four learning methods I argue comprise CPS. Lastly, I explore the impact of six moderating variables identified as being important in previous literature to help explain heterogeneous results within the body of CPS research. The selected moderating variables include student grade, study duration, subject domain, publication year, cultural collectivism and professional development. To explore these questions, I conduct a series of meta-analyses on studies drawn from research bodies of four learning methods, Cooperative, Collaborative, Problem-based, and Inquiry-based learning. Results and conclusions of this study are consistent with previous literature. Through my meta-analysis, I found CPS to provide a large, significant effect on student achievement outcomes compared to their traditionally taught peers (t = 7.49, p < 0.001, g = 0.782); and just as previous researchers noted, significant variations between studies existed (I2 = 90.6%, Q=466.75, p < 0.001). My second analysis exploring for differences in effects between Cooperative, Collaborative, Problem-based, and Inquiry-based learning showed no significant differences. Combined with qualitative examinations of these four methods in the literature review, the argument to combine these is rational. The final two analyses examined the three identified moderating variables. The subgroup analysis examining one-time and ongoing professional development showed no significant difference between them (p = 0.1665). Finally, results from the analysis examining the moderating variables of student grade, subject domain, cultural collectivism, and study duration. Of these, only cultural collectivism had a significant effect on student achievement outcomes (t = 2.4219 p = 0.0202). The results from this dissertation show that CPS continues to have a strong positive effect on student achievement, but issues identifying high-quality studies in the field persists, limiting analyses on moderating variables. However, the confirmation of the similarity of four learning methods, future work can tap into a larger body of research for both design of new primary research as well as future distillation in the form of meta-analyses and reviews. [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.]

Educators are often looking for ways to increase engagement and academic achievement in their classrooms; therefore, the problem addressed in this study is the decrease in academic achievement caused by a low level of classroom engagement amongst high school seniors. The purpose of this qualitative action research study is to increase academic achievement in the classroom through student engagement using adult learning principles. In 1970, Malcolm Knowles brought attention to the idea of andragogy, thus promoting five principles of adult learning: self-directed learning, relevancy of material, problem-centered learning, motivation to learn, and application of real-life experiences. Applying these adult learning principles in a twelfth-grade classroom may possibly increase student engagement, thus increasing academic achievement. Four participants from rural schools in the Midwest United States participated in this action research. The research took place over the course of four weeks, and data were collected through structured interviews. After a thorough analysis of the data using a coding process, five themes emerged: (a) academic achievement is defined differently among teachers; (b) formative and summative assessments measure academic achievement; (c) there is a connection to engagement and academic achievement; (d) engagement is seen in similar ways across subjects; (e) academic achievement and engagement in the classroom are increased with the use of andragogy. An overall consensus showed an increase in engagement and academic achievement when Knowles' adult learning principles were used in a twelfth-grade classroom. Using this research and results, training and workshops would be beneficial for educators to understand and implement adult learning principles in the classroom to increase engagement and academic achievement for both veteran and novice teachers. All four criteria of trustworthiness were met in this study. [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.]

Project-Based Learning (PBL) in middle school math classrooms is a topic that has not been well-researched, even though math scores in the United States have been declining. In a school district in the Southcentral United States, the local problem was that teacher buy-in for PBL in middle school math classes was unknown, as current literature regarding administrator and teacher perspectives on teacher buy-in is limited. The purpose of the study was to explore current school district administrators' and math teachers' perspectives of teacher buy-in for PBL in middle school math in a Southcentral U.S. state. Vygotsky's social constructivist theory contributes to the understanding that student learning is created through social interactions with others and formed the basis for the conceptual framework of this study. Basic qualitative research with semistructured interviews was the design for the study. Purposeful sampling was used to identify 10 participants: five current school district administrators and five middle school math teachers who had some knowledge of a PBL instructional model and had at least three years of teaching experience. Open and a priori coding was used to identify units of meaning. The results of these analyses indicated emerging themes of equipping teachers with autonomy, engaging all students in real-world learning, engaging students to build confidence, equipping teachers to meet external teaching demands, and empowering teachers to adapt and take control. School districts may benefit from the results of this study by embracing teacher perspectives when creating professional development to include leadership and coaching support that results in increased math student outcomes. [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.]

Despite the wide-spread discussions describing makerspaces and making in school library practitioner publications and conferences, there is a lack of research related to making, makerspaces, and fablabs in PreK-12 school libraries in the United States. (Mersand, 2020). This study examined current virtual makerspaces to discover insights into teacher and librarian collaboration efforts in its design and implementation. Research was based on the Technological, Pedagogical, Content Knowledge (TPACK) model (Mishra & Koehler, 2006), the Library Media Specialist's Taxonomy and Teacher's Taxonomy of Resource-Based Teaching and Learning (Loertscher, 2000; Montiel-Overall, 2005), and Attributes of Collaboration (Montiel-Overall, 2005) frameworks. This qualitative case study explored how teachers and librarians collaborated to plan, design, and integrate virtual makerspace applications into their teaching while increasing options for student learning. Collaboration resulted in a shared and common vision for technology use that enhanced content delivery and gave purpose to the project being assigned. As a team, they shared responsibility for planning, delivering, and assessing instruction. Through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006), the researcher explored the perspectives and experiences of two library and teacher teams who were beginning to integrate making technology into their instruction. Study results revealed that these teachers possessed a level of knowledge, relationships and dispositions that increased and influenced their technology practices. Their collaborative relationships, which were based upon deep trust, respect, and communication, supported a culture of mutual sharing and learning. As these teachers engaged in dialogue within their teaching and learning partnerships, individually held knowledge (TPACK) was exchanged between the teachers and resulted in professional and personal growth. Making empowered students and their engagement in their technology usage increased confidence, provided freedoms of voice and choice, and opportunities to share their ideas with a wider audience. Before libraries dedicate funding and staffing towards the implementation and transformation of their existing programs and services, additional studies are critical to better understand how makerspaces are impacting instruction and student learning. As schools continue to invest time and money in school library makerspaces and activities, it is important to understand better the effects school library makerspaces have on student outcomes. The researcher identified potential advantages and drawbacks of implementation that are beneficial for school librarians and teachers considering virtual makerspaces. [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.]

Gender inequalities continue into the 21st century and STEM was a major area of emphasis. Educators need to focus on female students to build their self-efficacy and critical thinking skills. The purpose of this study was to determine if problem-based learning (PBL) improves female elementary students' self-efficacy and critical thinking skills. This case study based on Merriam examined how integrating PBL into the curriculum with STEM at the elementary level motivated female students towards selecting STEM careers while improving their self-efficacy and critical thinking skills. The PBL unit was developed to meet the NGSS Standards along with the Kansas Technology standards for students. The core idea of the unit was focused on shrinking our carbon footprint on the Earth with how humans and Earth interact together. A qualitative data analysis was conducted, and three themes were discussed during the findings stage. The analysis showed positive improvements for female students' self-efficacy and critical thinking skills with problem-based learning infused with STEM. Butler's feminist theory and Bandura's self-efficacy theory were evident with female students as improvement was apparent during the PBL. [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 study was to assist learner and problem-centered education advocates and practitioners in increasing the number of these educational paradigms within US public schools. Lin's theoretical framework for social capital and a thematic review of school governance and curricular policies in the literature for each US educational reform period guided this study's design and analysis. This study's overarching research question asked how district leaders' perceptions of their district's learning ideology and its economic, political, and social context informed their actions when acquiring and utilizing resources to implement learner or problem-centered educational initiatives successfully. As such, this study sought to answer the following questions: (1) How might the ideologies associated with learner or problem-centered educational paradigms inform district leaders' social interactions? (2) How might the district's economic, political, and social dynamics influence district leaders' purposeful interactions with others? (3) How do district leaders utilize socially embedded resources to implement successful learner or problem-centered educational initiatives? A basic qualitative approach was used to explore and describe district leaders' perceptions using rich descriptions of their experiences. It is evident that district leaders purposefully interacted with their stakeholders to induct and acculturate them into the district's learning ideology. Additionally, the demographic characteristics of a district's students and their families' income levels, along with its internal structures and policies regarding authority and decision-making and the willingness of stakeholders to embrace the initiative, influenced district leaders' purposeful interactions with others. Furthermore, district leaders utilized their access to socially embedded resources to obtain information, influence, reinforcement, and social credentials to overcome structural barriers to implementing and sustaining their district's learner or problem-centered initiative. These findings, along with the identification and analysis of related themes, have the potential to assist learner and problem-centered education advocates and practitioners interested in increasing the number of these educational paradigms within public schools. [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.]

Demand is high for graduates entering the professional aviation and aerospace workforce with resilience competencies like adversity persistence, contextual awareness, being self-directed and autonomous, handling change, and ability to establish peer relationships. Research shows resilience competencies are particularly emphasized as essential companions to technical skills among workers in these high-consequence industries, and are viewed as critical predictors and determinants of early career success. However, literature also suggests a growing gap in adequate resilience competency preparation and transfer from academic into professional settings. It is essential for both educator and learner therefore to more precisely identify and engage specific resilience skills. This cross-sectional study examined attitudes and practice of key resilience skills of students in university/collegiate aviation programs during problem-based coursework. A five-point Likert survey instrument was used to evaluate participant levels of agreement and self-reported levels of engagement in resilience behaviors. Exploratory Analysis compared participant data against a resilience competency model developed for this study. These factors include: Adversity Persistence, Contextual Awareness, Self-Directed/Autonomy, Change Management, and Social/Peer Relational Connectivity. A refined resilience competency model emerged from the data that will be used to develop a more effective approach to teaching and applied learning strategies for the practice and transfer of essential resilience competencies into the industry. This is essential in order to meet required performance levels of safety, reliability and other grand challenges facing the future aviation and aerospace workforce. [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.]

STEM education awareness, advocacy and literacy are paramount to the nation's global competitiveness, innovation, and security. Technology will be the vanguard of the 21st century and the effectiveness of STEM education will determine if we can solve real-world problems such as maintaining national defense, protecting the environment, medicine, food production, economy, and renewable energy. Hence, STEM education needs to be reinforced and integrated into the K-12 curriculum to generate future scientists, engineers, and mathematicians who will create new industries and ideas. Today, we need teachers to be professionally trained and supported to carry out STEM education in the classroom and create STEM-capable, proficient citizens for the next generation. This qualitative-case study involved interviewing three New Mexican teachers from STEM-CTE, traditional, and STEM-inclusive schools. Their responses to questions regarding STEM education analyzed how they could enhance standardized math scores, as well as their overall opinion, experience, and comprehension of STEM resources. In addition, the participants were asked how STEM education is implemented in their classrooms. The results included major themes from participants that were categorized, and a Venn diagram was created. Intersections of similar themes were observed and analyzed regarding teacher priorities and ideas involving STEM education, professional development, teaching practices, and administration leadership. The study showed what a positive impact STEM education could provide teachers and students, but acknowledged administration bias of math standardized scores, grades, and the mediocre impact of professional development. The participants advocated the use of STEM education and teaching practices in their classroom, but no added benefits to math standardized scores were observed. Finally, certified STEM-based professional development is warranted to achieve enhanced STEM advocacy, literacy, and comprehension for all actors. [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.]

Education has begun to look beyond the traditional methods of didactic teaching, lectures, and clinical based instruction within their program curricula to address the gap between theoretical and real-life situations (Walker, Langton & Thomson, 2011). Problem Based Learning (PBL) has been seen as an alternative method of instruction that is student centred, where students work collaboratively in small groups to analyze and develop deep understanding of real-world scenarios, with an instructor facilitating this knowledge development (Klunklin, Subpaiboongid, Kietlertnapha, Viseskul, & Turale, 2011). This mixed-methods study was designed to determine if graduates of Problem Based Learning (PBL) undergraduate nursing programs have lower levels of occupational stress, higher levels of job satisfaction, and report being less intent on leaving the nursing profession than graduates of traditional (non-PBL) nursing programs. A letter was mailed containing a link to a 39-item questionnaire to Registered Nurses living in central southern Ontario Local Health Integrated Networks (LHINs), that met the study inclusion criteria of being entitled to practice. The survey data was treated using Observation Oriented Modeling (OOM). A voluntary telephone or video interview was conducted, recorded, and analyzed using Atlas.ti qualitative data analysis software. A series of OOM Built/Test Model analyses indicated that there was no clear definite relationship between PBL and occupational stress, job satisfaction, and intent to leave the profession. [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 the investigation was to determine if there was a difference in student performance on the NYS Mathematics State Assessment between schools that implemented PBL versus those that did not. The aim was also to determine if there was a difference in students' and teachers' attitudes about the school community, specifically in rigorous instruction and collaborative teachers between schools that implemented PBL versus schools that did not. The last part of the investigation was to see if rigorous instruction, collaborative teachers, and PBL program predicted student achievement scores on the NYS math state test. The middle schools are randomly selected across two districts in New York City, receiving either math instruction through a traditional approach or the PBL method. The superintendent/deputy superintendent approved all schools using the PBL program. The instruments used for analysis include the 2019 Mathematics State assessment and the NYC DOE survey distributed to both the parents and teachers. The two instruments are archived data and are publicly available. The analysis was run on SPSS using the Mann-Whitney U-test and multiple regression. The results revealed a statistically significant difference in the mathematical scores and students' and teachers' perceptions of schools in the PBL and traditional groups. The schools in the PBL group had more incredible significant growth in scores and attitudes than the schools that implemented the conventional approach. Results also showed that collaborative teachers and rigorous instruction did not predict student achievement on the mathematics state assessment. However, the PBL practice did predict student achievement. This helps to show that authenticity, student voice & choice, reflection, critique & revision, and public presentation of projects can help improve student performance on the mathematics state assessments. [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.]

Problem-based learning (PBL) is increasingly recognized as both effective and associated with high student engagement. This study sought to explore this relationship between PBL and student engagement. Cycle 1 participants consisted of PBL experienced secondary school teachers and one principal. They offered insights on its high value and indicated PBL is a nonnormative pedagogy that needs structural support to cast roots in a high-stakes testing environment. Action steps were designed, implemented, and evaluated in Cycle 2 to strengthen support for PBL. Leaders took part in a PBL Innovation group project to help design a PBL hub over three sessions. The goals were to raise knowledge, improve positive perceptions, and exchange design ideas for a website meant to signal support and celebrate PBL work. Evaluation of Cycle 2 activities included comparison of pre-survey and post-surveys to measure changes in leader knowledge and perceptions. Focus groups of students, teachers and one leader then reviewed the website to evaluate how well it met its design goals. The study concluded PBL needs clear district signaling; leader knowledge is critical to structural support; and PBL can benefit from an intentional community. Implications for the organization are that knowledge raising is critical to PBL success; the position of PBL should be clear in professional development initiatives; and fostering community collaboration is important for momentum. [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 study explores how upper-grade elementary makers' spaces reveal creative thinking and critical thinking in identified and unidentified gifted students. It provides evidence that the situated learning context of makers' spaces elicit high-level motivation through constructionist practices and 21st century learning processes that leads to consistent application of creative thinking and critical thinking. The mixed-methods study incorporated surveys and interviews of educators who are invested in "maker learning," observations of students during "maker" sessions, and analysis of photos, plans, and lesson provided by the educators. The findings indicate substantial perceived creative thinking in all students, more notably in gifted students who underperformed unidentified students on existing assessments. I argue that makers' spaces reveal multiple categories of giftedness in identified and unidentified gifted students, and that maker learning is an effective learning method for supporting at-risk students to provide life-skills and innovation opportunities for underserved populations. I propose a new identification category of giftedness, "entrepreneurially gifted," which is revealed through "making" and the concept of maker confidence. I recommend that school and district policy implement makers' spaces and maker learning to prepare students to be college, career, and entrepreneurial-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.]

Although there has been an abundance of empirical inquiry into making in recent years, interestingly, and despite growing interest in the integration of making into N-12 education, little seems to be known empirically about the ways in which teachers are implementing making and creating makerspaces in their own classrooms. Very little direct attention has been paid to 'pioneer' N-12 teachers who are engaging students in making. This gap in the research obscures our understanding of how teachers think about making, how they practice as teachers and makers, and how their school context might influence their teaching and making practices. This multiple-case study asked: In what ways do three K-8 teachers appear to be conceptualizing and implementing making with students? In sum, the three teachers in this study encountered numerous tensions while navigating the contexts of their school, N-12 education, and the Maker Movement as they implemented making in their classrooms. They practiced with a strong sense of agency despite the fact that so many constraints were imposed upon them by more powerful authorities, such as standards-based school reform measures and formal school structures. This in-depth case study contributes new insights into ways in which teachers make decisions about implementing making as a part of their teaching practice and ways in which teachers make use of their agency within the current accountability climate. [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 multiple paper dissertation addressed several issues revolving around the estimation of effect sizes for computer-based scaffolding in problem-centered STEM education. STEM jobs are outpacing all other jobs and STEM workers are expected to solve complex problems. However, students often struggle with complex problem activities. Research on computer-based scaffolding has been shown to produce large learning gains in STEM fields. Yet, previous meta-analyses have not been able to pinpoint which scaffolding characteristics impact learning gains the most. This lack of insight impedes researchers and learning designers from developing more effective computer-based scaffolds. This dissertation (a) provides insights on the gaps in computer-based scaffolding syntheses, (b) reveals the conflation of terminology that has been used to characterize scaffolding, (c) details a taxonomy for the various forms of computer-based scaffolding, and (d) conducts a meta-analysis to estimate which scaffolding forms and combinations of computer-based scaffolding forms produce the largest learning gains in collegiate engineering education. [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 dissertation focuses on implementing problem-based learning as an instructional intervention in a middle school civics classroom. This action research study responds to the observations of the teacher-researcher who noticed that her students were not make meaningful connections to the practice of citizenship. The problem of practice was developed when the teacher-researcher realized that the students were not engaged in learning with the traditional lecture-style, rote memorization instruction; she needed an intervention that was active, collaborative, and meaningful. To increase the connection to middle school learners, it should emphasize problem solving skills and build empathy for others through a social equity lens. This mixed methods study is informed by the following research questions: First, what are the effects of using problem-based learning as an instructional method in a middle school civics classroom? Second, how does using problem-based learning to solve authentic, citizenship scenarios help middle school students make connections to their community? The teacher-research will also adopt a phenomenological approach as she seeks to incorporate the students' feelings throughout the data collection process. The theoretical foundation for this study includes problem-based learning, constructivism, social studies pedagogy, and middle school pedagogy. [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 quantitative, quasi-experimental study was to determine if, and to what extent, technology-enhanced problem-based formative assessment instruction would have an impact on college students' algebra learning and development of critical thinking skills, when compared to traditional classroom instruction in a first-year college algebra course at a state college in the Southeastern United States. The theoretical framework included the formative assessment teaching/learning model and the social constructivist learning theory. Research questions asked whether the implementation of technology-enhanced PB formative assessment instruction would have an impact on learning outcomes and the development of critical thinking skills for first-year college algebra students. The sample consisted of (n = 157) college algebra students over the age of 18. The APCR-CC was used to measure changes in college students' algebra learning and the WGCTA-FS to measure changes in college students' critical thinking skills. The t-test results showed statistically significant differences for college students' gains in terms of algebra learning t(155) = - 5.13, p < 0.001, but nonsignificant differences with respect to gains in terms of critical thinking skills t(155) = 1.15, p = 0.25, when comparing the experimental and control groups. Cohen's d = 0.82 indicated that the technology had a large effect on learning. The researcher concluded that the implementation of technology-enhanced PB formative assessment instruction has a statistically significant effect on first-year undergraduate students' algebra learning but does not have a statistically significant effect on first-year undergraduate students' development of critical thinking 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.]

The U.S. is deficient in producing science, technology, engineering, and math (STEM) professionals. Competent problem solving is a desirable educational outcome pertinent to STEM education. Research has demonstrated the effectiveness of teaching task-specific problem-solving skills using behavior-analytic tactics. Learners have been taught to solve problems taught algorithmically and via flexible, sequence-independent behavior chains. There is a paucity of empirically validated procedures to explicitly teach generative problem-solving skills. A promising procedure by Whimbey and Lochhead's (1991) Talk Aloud Problem Solving (TAPS) approach is used at Morningside Academy to teach students problem solving (Johnson & Street, 2004; Robbins, 2011; Robbins, 2014). This investigation aimed to evaluate the effects of a TAPS instructional package of explicit instruction, behavior-analytic tactics, and behavior skills training on component problem-solving skills with third-grade students in an extracurricular program. Participants included three dyads of 8- and 9-year-old students. A multiple-baseline experimental design across dyads evaluated each student's performance as active listeners (ALs) and problem solvers (PSs) and the count of correct answers and errors before the intervention, immediately after the intervention, and in subsequent generalization probes. This intervention package increased the target response classes of the PSs and ALs, decreased errors, and resulted in students allocating more time per problem. Student gains were maintained in generalization probes. An increase in the counts of corrects per timing was not observed, attributed to the omission of consequence feedback on each problem's accuracy. [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.]

Educators and policymakers advocate for the implementation of problem-based approaches to STEM education in K-12 classrooms to help students develop 21st-century skills such as the ability to think critically, collaborate, and problem-solve. The first exploratory case study in this three-article dissertation examines how students engage in STEM-focused PBL experiences and the meaning of these experiences for the development of their STEM identities. The second study utilizes Braun and Clarke's reflective thematic analysis framework to explore the experience of a model STEM teacher at a high-performing STEM-focused elementary school as she implemented problem-based learning in the first year of a school-wide progressive reform initiative. Overall findings from the first two articles indicated missed opportunities to connect students' lived experiences to the problem-solving process. The final article in this study introduces the practice of asset mapping, which has traditionally been used in the field of social work and community development and applies it to the context of a STEM-focused PBL activity. The novel "Problem-based Learning through Asset Mapping (PLAM) Framework" recognizes the assets students bring to the learning process and supports educators aiming to leverage these assets to solve problems that are relevant and meaningful to learners. [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.]

To address the problem presented in this research, the purpose of this embedded mixed methods case study was to explore accounting students' perceptions about the efficacy of using authentic assessment to determine how and to what extent experiential learning in the curriculum contributes to their preparation for certification and work in the accounting profession. The following central research question guided this investigational embedded case study: What are accounting students' perceptions about the efficacy of using authentic assessment to determine how and to what extent experiential learning in the curriculum contributes to their preparation for certification and work in the accounting profession? To address this question and its accompanying sub-questions, the researcher followed a mixed methods, explanatory sequential data collection design, gathering data from accounting students and alumni by using a a survey and a focus group with selected participants, as well as artifacts from student participants' classroom experiences in the Internal Revenue Service's (IRS) Volunteer Income Tax Assistance (VITA) program. An analysis of the collected data led to numerous quantitative and explanatory qualitative findings. The data from the sources and data collection methods utilized were triangulated and coordinated to present results that ultimately addressed the central research question of the study. Further synthesis of the results led to the conclusion that experiential learning opportunities, especially when coupled with authentic assessment of such opportunities, are crucial to providing the learning and knowledge needed to prepare students for certification and work in the accounting profession. Furthermore, the results led to the conclusion that authentic assessment of the experiential learning project (ELP) known as the IRS VITA (Volunteer Income Tax Assistance) program does improve individual taxation knowledge, and especially confidence in that knowledge, but traditional classroom learning is still needed to prepare for certification and work in this area of the field. It was these final conclusions that led to implications and recommendations for practice and future research surrounding narrowing the perceived gap between accounting education and the workforce. [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.]

Opinion polls in multiple countries recount a grim story, that people from Western and Muslim-majority countries regard one another as arrogant, intolerant, and violent, and that attitudes are not improving. Student exchange programs, which were widely expanded after World War II and during the Cold War, have become a vital component of public diplomacy in countries across the globe. Designed around the principles of Contact Theory, exchange programs have demonstrated reduction in stereotypes, improvement in attitudes, building of relationships, and development of professional capacity among students from distant backgrounds. However, traditional in-person exchange is an expensive and demanding form of educational experience, one more often available to students from high-income countries, and one that requires even these students to have sufficient means and flexibility to live far from home for extended periods of time. For this reason, in-person exchange programs have proven difficult to scale. Moreover, students with fewer resources and non-dominant forms of social capital, including many from underserved racial and ethnic communities, are much less likely to participate. Along with lost opportunity for these individuals, in-person exchange exposes peers in host countries to a skewed sample of travelers. This Design-Based Research (DBR) comprises an investigation into Virtual Exchange, informed by principles of Contact Theory and related pedagogical approaches, including Problem-Based Learning, Collaborative Learning, and Interdependent Learning. The investigation focuses on whether this new form of learning has potential to reduce pernicious stereotypes, broaden personal perspectives, foster productive relationships, and build professional capacity among students from geographically, economically, and culturally distant backgrounds. Results of extended trials, conducted with faculty partners around the world, suggest that it does, for a small fraction of the cost of in-person exchange, with real potential to increase access. [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 action research was to evaluate the effect educational robotics have on the programming comprehension and motivation of preservice teachers. Computer science is increasingly being integrated into K-8 curricula across the country. However, there are few teachers trained to teach basic computer science concepts. Core subject teachers are being asked to shoulder the load of integrating computer science concepts into their instruction. Educational robotics have gained attention for their potential to aid users with comprehension and motivation while learning to program. This convergent parallel mixed methods research thus investigated (1) the effect of educational robotics on preservice teachers' comprehension of programming concepts, and (2) how and to what extent that educational robotics influence preservice teachers' motivation related to programming. This study utilized educational robotics to teach preservice teachers (N = 18) programming. Data were obtained through a pretest/posttest Programming Comprehension Assessment, a pre/post Programming Motivation Survey, individual interviews, and field notes. Paired sample t-tests, Wilcoxon signed-ranks tests, and inductive analysis were used to analyze the data. Quantitative data exhibited significant score increases from pretest to posttest, and significant motivation increases from pre-survey to post-survey. Qualitative data revealed five themes; (1) participants perceived that a problem-based robotics curriculum improved their intrinsic motivation toward programming, (2) participants agreed that knowing programming as a skill had advantages as a teacher, (3) participants experienced self-determination towards programming in the face of robotics challenges, (4) participants perceived that the gradually increasing level of difficulty in the robotics curriculum improved their self-efficacy about programming from initially low levels, and (5) participants perceived programming as a viable fit in their future classrooms. The findings of this study indicate that preservice teachers' comprehension of programming concepts and motivation related to programming can be improved through educational robotics. This research has implications for informing preservice teacher educators integrating programming concepts into their instruction. Recommendations are provided for programming curriculum design. [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.]

Meeting standardized test benchmarks is a challenge for elementary school students in Texas. The problem is that some elementary schools do not meet the performance standards of the fourth-grade STAAR state test average. Problem-based learning is a model used in schools to initiate problem-solving skills with a hands-on approach to real-world learning that aids to increase knowledge and skills across disciplines. The concept of problem-based-learning (PBL) is the framework for this study. Based on principles posited by Piaget and Vygotsky, PBL focused on the active and collaborative process of learning based on cognitive and social constructivist learning theories. Microsociety is one PBL program. The goal of this study was to determine if there is a difference in the 2016-2018 mean proportion of students who met performance standards in STAAR reading, mathematics, and writing tests between elementary schools with the Microsociety program and elementary schools statewide. The sample of the study included 7 elementary schools in the state of Texas that had a Microsociety program during the 2016-2018 school years. A quantitative comparative design and one-sample t-test were used to compare the mean of elementary schools who met expectations in Texas schools with Microsociety to the population mean of all elementary schools in Texas. The results of this study indicated that there was no significant difference between STAAR reading, mathematics, and writing for schools with and without the Microsociety program for the 2016-2018 school years. These results suggest that having a Microsociety program in a school does not influence state standardized test scores. To confirm this key finding, replication of this study in other states is recommended. [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.]

Technology is a critical component of the American economy. Analysts have claimed it is imperative that the United States maintain its status as a worldwide leader in technology or its economy, standard of living, and security are in jeopardy. Yet every year, more technology jobs are created than can be filled by qualified college graduates. A dramatic increase in computer science workers is needed to keep pace with employer needs. Massive challenges face America's computer science education system. At the K-12 level, many teachers are underqualified to teach technology subjects. Many computer science teachers have backgrounds in non-technical subjects and are often forced to start teaching computer science to keep their jobs. Teachers reported being overwhelmed with student needs and they therefore lack the time required to fine-tune their course curriculum. Despite the wealth of resources that exist to help people learn computer science, teachers report very few resources exist that focus on how to effectively teach computer science. Additionally, computer science teachers in Utah describe existing computer science course curriculum as being outdated, unengaging, and uninteresting to students. Particularly, teachers described Utah's Exploring Computer Science (ECS) I course curriculum as boring and lackluster. To help K-12 computer science teachers in Utah, we created a partnership with the State Board of Education, administrators and faculty from St. Owensby College, and Utah high school teachers. Through this partnership, we created a series of alternate lesson plans for Utah's ECS I course. These lesson plans focus on active learning and engagement of students through problems and projects. After the fall 2018 semester, we administered a survey to the 38 registered users of the portal, seeking feedback on the effectiveness of the portal and the curriculum enhancements. We conducted in-person interviews with six teachers to collect qualitative data regarding the curriculum and portal. Feedback from teachers was extremely positive toward both the portal and the curriculum. Teachers found the portal helpful and easy to navigate and the curriculum engaging and interesting to students. Yet problems such as lack of knowledge-sharing, persistent computer science self-efficacy concerns, and the need for more in-depth training persist. [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 statement for this project based learning was loose coupling, when applied to the PBIS framework, translates into major gaps with district wide implementation of Tier II and Tier III interventions. Additionally, lack of superintendent adaptive schools' knowledge and practices impact fidelity of implementation. Tier II and Tier III interventions rely upon Tier I being implemented inside individual teachers' classrooms with fidelity and universal application. A review of the literature was conducted; a survey was crafted in collaboration with a user panel; PBIS school superintendents were invited to complete the surveys; the survey results were analyzed to assess key findings; and finally, recommendations were made based upon those results. Key findings included a lack of district wide procedures and data collection processes, which created both isolationism for schools within a district as well as district action plans that were general instead of specific. Recommendations were that superintendents serve as the central voice for a district's PBIS framework, with an emphasis on both urgency and data and communicated with internal and external stakeholders. Additionally, a recommendation was made that superintendents insist upon district leadership teams that function effectively, collect data, and make date-driven decisions as well as include functioning Tier II and Tier III subcommittees that do the same. [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 descriptive and exploratory case study focused on a specific Content-Based Language Teaching (CBLT) curriculum within the context of higher education in China. The researcher investigated the rationale behind the current design and students' and teachers' perceptions about the curriculum, as well as, their perceived motivations and challenges during the teaching and learning process. The participants included sophomores and juniors majoring in English with an international business emphasis and some of the faculty within the same program. Data were collected through program documentation, a questionnaire for students, classroom observations, and interviews of selected students and teachers. The four-phase data analysis process utilized first and secondary coding cycles for the analysis of the documentation, the student questionnaire, the classroom observation, and the individual interviews. The main findings uncovered a need from both teachers and students for increasing content course credits to better shape their teaching and understanding of the content knowledge. Task-based, problem-based, and project-based class activities had the capacity to make class more effective and motivating for both stakeholders. However, the research revealed significant inconsistencies across students' and teachers' perceptions of motivations and challenges. The findings also indicated no significant difference in perception between the Chinese-Mandarin L1 students and students with other L1s; between sophomore and junior students; and between high-scoring and low-scoring students. [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 statement for this project-based learning was loose coupling, when applied to the PBIS framework, translates into major gaps with district-wide implementation of Tier II and Tier III interventions. Additionally, lack of superintendent-adaptive schools' knowledge and practices impact fidelity of implementation. Tier II and Tier III interventions rely upon Tier I being implemented inside individual teachers' classrooms with fidelity and universal application. A review of the literature was conducted; a survey was crafted in collaboration with a user panel; PBIS school superintendents were invited to complete the surveys; the survey results were analyzed to assess key findings; and finally, recommendations were made based upon those results. Key findings included a lack of district-wide procedures and data collection processes, which created both isolationism for schools within a district as well as district action plans that were general instead of specific. Recommendations were that superintendents serve as the central voice for a district's PBIS framework, with an emphasis on both urgency and data and communicated with internal and external stakeholders. Additionally, a recommendation was made that superintendents insist upon district leadership teams that function effectively, collect data, and make data-driven decisions as well as include functioning Tier II and Tier III subcommittees that do the same. [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 statement for this project based learning was that loose-coupling, when applied to the PBIS framework, translates into major gaps with district-wide implementation of Tier II and Tier III interventions. Additionally, lack of superintendent adaptive schools' knowledge and practices impact fidelity of implementation. Tier II and Tier III interventions rely upon Tier I being implemented inside individual teacher's classroom teachers' classrooms with fidelity and universal application. A review of the literature was conducted; a survey was crafted in collaboration with a user panel; PBIS school superintendents were invited to complete the surveys; the survey results were analyzed to assess key findings; and finally, recommendations were made based upon those results. Key findings included a lack of district-wide procedures and data collection processes, which created both isolationism for schools within a district as well as district action plans that were general instead of specific. Recommendations were that superintendents serve as the central voice for a district's PBIS framework, with an emphasis on both urgency and data and communicated with internal and external stakeholders. Additionally, a recommendation was made that superintendents insist upon both district leadership teams that function effectively, collect data, and make date-driven decision, s as well as include functioning Tier II and Tier III subcommittees that do the same. [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.]

A qualitative phenomenological study examining the learning activities that take place at a college radio station. The research objective is to understand the social practices that make possible or hinder the construction of learning experiences at KCSS, the campus radio station at California State University, Stanislaus. Document analysis, interviews and focus groups were used to collect data from recent and former students of the program. Data analysis was conducted using Atlas.ti software and yielded three sets of findings. The first finding characterized the college radio as a third space where students engaged in collaborative projects while receiving feedback from multiple stakeholders. The second finding is presented as a taxonomy of learning activities that take place at KCSS including classwork, internships, student management positions and individual projects. Lastly, the unique learning outcomes students realize are presented including self-confidence, career development and creative problem solving. Conclusions include the value of problem-based learning for emerging adults and potential for transformative experiences within the radio station environment. Recommendations for future practice and research include continued support of college radio stations, increased facilitation of service-learning opportunities, alumni assessment and extracurricular learning 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.]

Collaborative learning designs, such as problem-based learning (PBL), have the potential to help students build valuable team-based professional skills needed for life after schooling within higher-educational settings (Desimone, 2009; Savery, 2006); however, motivating students to work together to successfully achieve outcomes often proves challenging. Research has shown that high-quality socially shared regulation (SSR) can improve these outcomes, but research is limited in determining the best instructional practices, and scaffolds, for fostering interdependence and sustained collaboration. The purpose of this study was to use Belland, Kim, and Hannafin's (2013) framework for designing scaffolds, that aims to improve on motivation and cognition, to extend previous research conducted by Manente (2014) and Rogat & Linnenbrink-Garcia (2011; 2013), and determine whether incorporating concept maps into PBL tasks would improve student performance and increase the frequency and quality of SSR. This mixed methods study took place within an educational psychology course at a large university. Participants were 16 undergraduate sophomore and graduate students who were divided into 4 groups, trained in the use of concept maps, and then engaged in three PBL conditions during the semester-PBL-Independent, PBL-Positive Interdependence, and PBL-High Positive Interdependence. Quantitative analyses of student scores on problem solutions and comprehension assessment scores showed students had the highest scores in the PBL-High Positive Interdependence condition. This study showed that the addition of concept maps contributed to the improvement of student scores on comprehension assessments, by comparing students' performance with students' performance on comprehension assessments from Manente's (2014) study. Qualitative analysis of group interactions showed that groups exhibited high quality SSR during the PBL-High Positive Interdependence condition, and processes of task planning, content planning and content monitoring were the most frequently used across groups. Overall, findings supported the use of concept maps as a tool to increase the effectiveness of PBL and students SSR and effective group skills. Areas of future exploration were also identified, including but not limited to, examining the degree to which concept maps impact cognitive load, and determining ways to effectively and gradually fade out hard scaffolds in order to promote independence. [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 study investigated the relationship between problem-based learning, motivation and engagement (as measured by the Motivational and Attitudinal scale) self-directedness, and academic achievement of technical students enrolled in general studies courses at a Midwestern technical college. intended purpose for the study was to identify if tactile learners, who currently spend 75% of their program in hands on instructional courses, would benefit from the implementation of a PBL model in general studies courses. Career Technical Education prepares students for the workforce. Creating an academic learning platform that mimics technical instruction where students solve real life problems can encourage students to take an active academic role in learning. This study highlighted if the PBL model in general studies courses creates an academic change in learning for technical students. Faculty and student's perceptions on topics surrounding traditional and PBL were compared and analyzed. Of the 34 technical students who completed the questionnaire, two students participated in interviews. The 12 faculty members who participated in the faculty focus group expressed interest in including the PBL model into current curriculum based on previous classroom observations and the need increase engagement and interest in academic content covered. A comparison analysis based on the t-test highlighted differences in student summative assessments before and after PBL was implemented, however; no differences were concluded from end of course student surveys conducted by the institution before and after PBL was implemented. This study opens with an insight into the characteristics and representation of an adult learner. Additionally, the study aligned innate attributes and characteristics displayed by adult learners to self-directedness, engagement and motivation and overall facets of problem-based learning based on research included in the literature review. Throughout the study, the researcher found both the students' interviews, survey responses, and faculty focus group feedback were helpful and that possible changes were necessary to increase student retention and other barriers technical students encounter when enrolled in general studies courses. [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.]

Problem: Several reviews of literature have been completed to formalize the PBL approach (Alacapinar, 2008; Baines & DeBarger, 2017; Bell, 2010; Blumenfeld et al., 1991; Condliffe et al., 2017; English, 2013; Holm, 2011; Holmes, 2012; Kokotsaki et al., 2016; Krajcik & Blumenfeld, 2006; Lam, Cheng, & Choy, 2010; Lee et al., 2014; Przybrsz-Zaremba et al., 2015; Thomas, 2000; Vega, 2011). While there is much research on PBL at the middle level, there is a scarcity of research on PBL and its connection to middle level education core best practices. In addition, while research has focused on the implementation and effectiveness of PBL, a scarcity of research exists on the sustained implementation and long-term effectiveness of PBL. Procedures: This phenomenological study (Creswell, 2013; Moustakas, 1994) explored the research question: What are the lived experiences of middle level principals with more than 200 students sustaining implementation of PBL for five years or more? Using purposeful, criterion sampling (Creswell, 2013; Creswell, 2016; Merriam & Tisdell, 2016; Mertens & Wilson, 2012; Seidman, 2013), data were collected from participants through an electronic survey, interviews through Zoom, and document analysis (Butin, 2010; Creswell, 2016; Merriam & Tisdell, 2016, Seidman, 2013). Data analysis involved first and second cycle coding (Miles et al, 2014) with transcendental phenomenological processes to find the essences of the lived experiences of the participants (Moustakas, 1994). Data were verified through triangulation, maximum variation, thick description, member checking, and reflexive journaling (Anfara et al, 2002; Merriam & Tisdell, 2016). Findings: Data analysis revealed the lived experiences of middle level principals sustaining PBL for five years or more with more than 200 students. Themes emerged on sustaining PBL through challenges and successes including authentic and rigorous PBL, collaboration challenges, mindset challenges, change challenges, and successes. Another area Middle Level Learners (MLL) and PBL revealed themes of best practices for MLL, developmentally responsive, challenging and rigorous, empowering, and equitable. Conclusions: The challenges in sustaining PBL are the same areas principals stated they were proud of and focused upon. The learning is in the struggle during the challenge that leads to growth and success. The discourse involved in PBL creates growth by being developmentally responsive, challenging, empowering, and equitable. Principals and other school leaders need to purposefully focus on scaffolding 21st century skills to work through challenges and create successes. Recommendations: Principals at the middle level sustaining PBL should continue to focus time and learning on best practices for middle level students and using best practice approaches in PBL research. Teachers need to stay connected to a support group, new teacher induction, and the external professional development organization. Keeping parents involved and educated on best practices can also serve as a support. Teacher need to use scaffolding to teach 21st century skills while having students be metacognitive of their learning. The use of rubrics, forms, processes, and procedures assists in learning. Finally, consider the best model of PBL to implement and commit to the whole school participating. [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 research study analyzed the faculty perceptions of Problem Based Learning (PBL) at one state university campus. There has been an upsurge in student-centered pedagogies as empirical research has demonstrated the benefits of deeper learning, collaboration, and life skills. Empirical studies, in education identify PBL taught students as experiencing increased benefits in the following categories: collaboration skills, critical thinking, solution solving, deeper learning, creates life-long learners, problem solving skills, reflection skills, better retention, and learned 21st-century skills. The objectives of this study were to identify key predictors of perceived student learning associated with PBL pedagogy and the perceived barriers of utilizing PBL by the faculty. Additionally, this study examined whether there are demographic factors that predict the use of PBL. The study was conducted at University-X by surveying faculty of all the schools/colleges. The findings indicated the factors (learning, demographics, and barriers) all related to PBL deployment and sustainability at University-X. As indicated, 90.4% of the responding faculty expressed that PBL has a positive effect on student learning. Participants indicated there were barriers to using PBL. This study revealed an association between recent Professional Development (PD) and the use of PBL by the faculty. Reported recent PD activity is related to PBL adoption by the faculty. This study benefits researchers, administrators, and faculty on the use of PBL pedagogy in higher education and across all fields of education. This study can also benefit sociologists and psychologists on the factors that play in the decisions to utilize active learning programs. [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.]