The purpose of this study was to understand a group of teachers’ perspectives and experiences about inequitable access to instructional materials for students in K-5 classrooms and the effect this lack of access has had on the teaching and learning process (Albornoz, Berlinski, & Cabrales, 2018). The problem identified for this project was that instructional materials (including textbooks, curriculum documents, and technology) are not equally available at all K-5 schools. Hahnel (2020) discussed how even though California is one of the wealthiest states in the nation, funding awarded to schools in California was not enough to meet educational goals or individual needs of students, partially due to the high cost of living. This connects to the topic because to understand inequitable access to sufficient materials for students, educators need to understand how materials are funded and purchased. When schools lack access to instructional materials, there are consequences, especially for standards-based education systems like those in the U.S. Those consequences include failing to meet state standards set by the state of California (Oakes & Saunders, 2004). A weakness of the literature reviewed for this project was that comprehensive data related to the investigated problem was limited. Clearer and comprehensive quantitative data is needed to provide a sense of how much funding each school receives for the purposes of acquiring sufficient instructional materials. To understand teachers’ perspectives and experiences, interviews were conducted with several elementary school teachers. After open, focused, and peer coding, several findings were identified, which highlighted teachers’ experiences navigating inequitable access to instructional materials. These findings, which point to limited funding for learning materials and show that teachers do not have enough resources to provide materials through 180 days of school, have important implications for school districts and classroom teachers.
","abstract_html":"<p>The purpose of this study was to understand a group of teachers’ perspectives and experiences about inequitable access to instructional materials for students in K-5 classrooms and the effect this lack of access has had on the teaching and learning process (Albornoz, Berlinski, & Cabrales, 2018). The problem identified for this project was that instructional materials (including textbooks, curriculum documents, and technology) are not equally available at all K-5 schools. Hahnel (2020) discussed how even though California is one of the wealthiest states in the nation, funding awarded to schools in California was not enough to meet educational goals or individual needs of students, partially due to the high cost of living. This connects to the topic because to understand inequitable access to sufficient materials for students, educators need to understand how materials are funded and purchased. When schools lack access to instructional materials, there are consequences, especially for standards-based education systems like those in the U.S. Those consequences include failing to meet state standards set by the state of California (Oakes & Saunders, 2004). A weakness of the literature reviewed for this project was that comprehensive data related to the investigated problem was limited. Clearer and comprehensive quantitative data is needed to provide a sense of how much funding each school receives for the purposes of acquiring sufficient instructional materials. To understand teachers’ perspectives and experiences, interviews were conducted with several elementary school teachers. After open, focused, and peer coding, several findings were identified, which highlighted teachers’ experiences navigating inequitable access to instructional materials. These findings, which point to limited funding for learning materials and show that teachers do not have enough resources to provide materials through 180 days of school, have important implications for school districts and classroom teachers.</p>","abstract_has_math":false,"creators":["Smith, Claire"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Katherine Lewis, PhD","Rebecca Birch, EdD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-05-01T07:00:00Z","date_published":"2023-05-01T07:00:00Z","updated_at":"2026-07-24T02:05:00Z","subjects":["teacher resources","K-5","instructional materials","education budget","California schools","Curriculum and Instruction","Education","Elementary Education","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-masters-theses/67","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Katherine Lewis, PhD","Rebecca Birch, EdD"]},{"key":"dc:creator","label":"Author","values":["Smith, Claire"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-05-01T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["teacher resources","K-5","instructional materials","education budget","California schools","Curriculum and Instruction","Education","Elementary Education","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-masters-theses/67"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to understand a group of teachers’ perspectives and experiences about inequitable access to instructional materials for students in K-5 classrooms and the effect this lack of access has had on the teaching and learning process (Albornoz, Berlinski, & Cabrales, 2018). The problem identified for this project was that instructional materials (including textbooks, curriculum documents, and technology) are not equally available at all K-5 schools. Hahnel (2020) discussed how even though California is one of the wealthiest states in the nation, funding awarded to schools in California was not enough to meet educational goals or individual needs of students, partially due to the high cost of living. This connects to the topic because to understand inequitable access to sufficient materials for students, educators need to understand how materials are funded and purchased. When schools lack access to instructional materials, there are consequences, especially for standards-based education systems like those in the U.S. Those consequences include failing to meet state standards set by the state of California (Oakes & Saunders, 2004). A weakness of the literature reviewed for this project was that comprehensive data related to the investigated problem was limited. Clearer and comprehensive quantitative data is needed to provide a sense of how much funding each school receives for the purposes of acquiring sufficient instructional materials. To understand teachers’ perspectives and experiences, interviews were conducted with several elementary school teachers. After open, focused, and peer coding, several findings were identified, which highlighted teachers’ experiences navigating inequitable access to instructional materials. These findings, which point to limited funding for learning materials and show that teachers do not have enough resources to provide materials through 180 days of school, have important implications for school districts and classroom teachers.
"]},{"key":"dc:title","label":"Title","values":["Teachers in Elementary Schools…Do They Have What They Need?"]}]}],"canonical_facts":{"dc:contributor":["Katherine Lewis, PhD","Rebecca Birch, EdD"],"dc:creator":["Smith, Claire"],"dc:date.available":["2023-05-01T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to understand a group of teachers’ perspectives and experiences about inequitable access to instructional materials for students in K-5 classrooms and the effect this lack of access has had on the teaching and learning process (Albornoz, Berlinski, & Cabrales, 2018). The problem identified for this project was that instructional materials (including textbooks, curriculum documents, and technology) are not equally available at all K-5 schools. Hahnel (2020) discussed how even though California is one of the wealthiest states in the nation, funding awarded to schools in California was not enough to meet educational goals or individual needs of students, partially due to the high cost of living. This connects to the topic because to understand inequitable access to sufficient materials for students, educators need to understand how materials are funded and purchased. When schools lack access to instructional materials, there are consequences, especially for standards-based education systems like those in the U.S. Those consequences include failing to meet state standards set by the state of California (Oakes & Saunders, 2004). A weakness of the literature reviewed for this project was that comprehensive data related to the investigated problem was limited. Clearer and comprehensive quantitative data is needed to provide a sense of how much funding each school receives for the purposes of acquiring sufficient instructional materials. To understand teachers’ perspectives and experiences, interviews were conducted with several elementary school teachers. After open, focused, and peer coding, several findings were identified, which highlighted teachers’ experiences navigating inequitable access to instructional materials. These findings, which point to limited funding for learning materials and show that teachers do not have enough resources to provide materials through 180 days of school, have important implications for school districts and classroom teachers.
"],"dc:identifier":["https://scholar.dominican.edu/education-masters-theses/67"],"dc:subject":["teacher resources","K-5","instructional materials","education budget","California schools","Curriculum and Instruction","Education","Elementary Education","Elementary Education and Teaching"],"dc:title":["Teachers in Elementary Schools…Do They Have What They Need?"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:05:00Z"}