{"id":{"repo_id":"ttu","oai_identifier":"oai:ttu-ir.tdl.org:2346/89308"},"canonical_url":"https://search.dev.ndltd.org/etd/ttu/oai:ttu-ir.tdl.org:2346/89308","repository":{"repo_id":"ttu","name":"Texas Technology University","base_url":"https://ttu-ir.tdl.org/server/oai/request"},"display":{"title":"Increasing student active engagement and deeper learning in the classroom: Using targeted professional learning interventions to enhance instructional practices through expanding teachers’ capacity and self-efficacy in a rural K-12 school","abstract":"There is a huge divide in the academic performance of economically disadvantaged students and their peers. Many school districts, especially those that serve a disproportionate percentage of economically disadvantaged students, have chosen to address this achievement gap by narrowing the curriculum and focusing instruction time on test preparation strategies. While this may appear to treat the surface symptoms, it does nothing to address these students’ actual issues. This study followed key design-based school improvement, insider action research methodological principles, and intervention strategies advocated and discussed in Mintrop (2016) and Coghlan and Brannick (2014). This study sought to examine how a particular elementary school campus could transform current practices that relied on rote memorization and surface knowledge instruction into a culture of learning that would embrace practices of deeper learning and student-centered instructional methods. This study explored the impact of school principals nurturing robust cultures of collaboration and strong feelings of professional self-efficacy among teachers as intentional means to promote teachers’ instructional effectiveness. The results and findings of this action research study showed that when (a) principal coaching, (b) professional development, and (c) the creation of functioning PLCs are used effectively and in conjunction with one another, there is the potential for positive, measurable impacts on teacher self-efficacy, student engagement, and the amount of deeper learning opportunities afforded to students.","abstract_html":"There is a huge divide in the academic performance of economically disadvantaged students and their peers. Many school districts, especially those that serve a disproportionate percentage of economically disadvantaged students, have chosen to address this achievement gap by narrowing the curriculum and focusing instruction time on test preparation strategies. While this may appear to treat the surface symptoms, it does nothing to address these students’ actual issues. This study followed key design-based school improvement, insider action research methodological principles, and intervention strategies advocated and discussed in Mintrop (2016) and Coghlan and Brannick (2014). This study sought to examine how a particular elementary school campus could transform current practices that relied on rote memorization and surface knowledge instruction into a culture of learning that would embrace practices of deeper learning and student-centered instructional methods. This study explored the impact of school principals nurturing robust cultures of collaboration and strong feelings of professional self-efficacy among teachers as intentional means to promote teachers’ instructional effectiveness. The results and findings of this action research study showed that when (a) principal coaching, (b) professional development, and (c) the creation of functioning PLCs are used effectively and in conjunction with one another, there is the potential for positive, measurable impacts on teacher self-efficacy, student engagement, and the amount of deeper learning opportunities afforded to students.","abstract_has_math":false,"creators":["Steigleder, Smith"],"institution":"Texas Tech University","degree_name":"Doctor of Education","degree_level":"Doctoral","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":["Claudet, Joseph G."],"committee_members":["Valle, Fernando","Palmer, Dusty"],"year":2022,"date_issued":"2022-05","date_published":"2022-05","updated_at":"2026-07-24T05:04:47Z","subjects":["Rural","Student Engagement","STEM","Principal Coaching","Professional Development","PLCs"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2346/89308","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Claudet, Joseph G."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Valle, Fernando","Palmer, Dusty"]},{"key":"dc:creator","label":"Author","values":["Steigleder, Smith"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2022-05-18T16:24:35Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-18T16:24:35Z"]},{"key":"dc:date.issued","label":"Date","values":["2022-05"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas Tech University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Rural","Student Engagement","STEM","Principal Coaching","Professional Development","PLCs"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/2346/89308"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["There is a huge divide in the academic performance of economically disadvantaged students and their peers. Many school districts, especially those that serve a disproportionate percentage of economically disadvantaged students, have chosen to address this achievement gap by narrowing the curriculum and focusing instruction time on test preparation strategies. While this may appear to treat the surface symptoms, it does nothing to address these students’ actual issues. This study followed key design-based school improvement, insider action research methodological principles, and intervention strategies advocated and discussed in Mintrop (2016) and Coghlan and Brannick (2014). This study sought to examine how a particular elementary school campus could transform current practices that relied on rote memorization and surface knowledge instruction into a culture of learning that would embrace practices of deeper learning and student-centered instructional methods. 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The results and findings of this action research study showed that when (a) principal coaching, (b) professional development, and (c) the creation of functioning PLCs are used effectively and in conjunction with one another, there is the potential for positive, measurable impacts on teacher self-efficacy, student engagement, and the amount of deeper learning opportunities afforded to students."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Increasing student active engagement and deeper learning in the classroom: Using targeted professional learning interventions to enhance instructional practices through expanding teachers’ capacity and self-efficacy in a rural K-12 school"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Claudet, Joseph G."],"dc:contributor.committeemember":["Valle, Fernando","Palmer, Dusty"],"dc:creator":["Steigleder, Smith"],"dc:date.accessioned":["2022-05-18T16:24:35Z"],"dc:date.available":["2022-05-18T16:24:35Z"],"dc:date.issued":["2022-05"],"dc:description.abstract":["There is a huge divide in the academic performance of economically disadvantaged students and their peers. Many school districts, especially those that serve a disproportionate percentage of economically disadvantaged students, have chosen to address this achievement gap by narrowing the curriculum and focusing instruction time on test preparation strategies. While this may appear to treat the surface symptoms, it does nothing to address these students’ actual issues. This study followed key design-based school improvement, insider action research methodological principles, and intervention strategies advocated and discussed in Mintrop (2016) and Coghlan and Brannick (2014). This study sought to examine how a particular elementary school campus could transform current practices that relied on rote memorization and surface knowledge instruction into a culture of learning that would embrace practices of deeper learning and student-centered instructional methods. 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