{"id":{"repo_id":"umkc","oai_identifier":"oai:mospace.umsystem.edu:10355/62416"},"canonical_url":"https://search.dev.ndltd.org/etd/umkc/oai:mospace.umsystem.edu:10355/62416","repository":{"repo_id":"umkc","name":"University of Missouri - Kansas City","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"A Narratological Heuristic Case Study of Teachers Teaching in a Blended Learning Classroom Environment","abstract":"The purpose of this narratological heuristic multiple case study is to describe the specific components that teachers need in both their knowledge and skills to meet the individual needs of their students in a blended learning classroom. The study was conducted in six schools—elementary, middle, and high schools-- located in a suburban district. Data were collected through semi-structured teacher interviews, classroom observations, and a written narrative created by the participants. For this study, analysis methods involved application of the six phases of heuristic analysis and narrative analysis. Findings revealed the extent to which teachers implemented blended learning in their classrooms and the support they continue to need. Five themes were identified in the data: instructional format, differentiated instruction, data driven instruction, relationships, and professional learning. For the most part, participants were silent about the needs of diverse learners as they address the elements of blended learning. Findings suggested more professional development to address the needs of culturally diverse learners.","abstract_html":"The purpose of this narratological heuristic multiple case study is to describe the specific components that teachers need in both their knowledge and skills to meet the individual needs of their students in a blended learning classroom. The study was conducted in six schools—elementary, middle, and high schools-- located in a suburban district. Data were collected through semi-structured teacher interviews, classroom observations, and a written narrative created by the participants. For this study, analysis methods involved application of the six phases of heuristic analysis and narrative analysis. Findings revealed the extent to which teachers implemented blended learning in their classrooms and the support they continue to need. Five themes were identified in the data: instructional format, differentiated instruction, data driven instruction, relationships, and professional learning. For the most part, participants were silent about the needs of diverse learners as they address the elements of blended learning. Findings suggested more professional development to address the needs of culturally diverse learners.","abstract_has_math":false,"creators":["Thies, Philip Andrew"],"institution":"University of Missouri--Kansas City","degree_name":"Ed.D.","degree_level":"Doctoral","degree_discipline":"Education (UMKC)","degree_department":null,"school":null,"contributors":[],"advisors":["Caruthers, Loyce Ellenor, 1947-"],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017","date_published":"2017","updated_at":"2026-07-24T05:16:32Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10355/62416","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Caruthers, Loyce Ellenor, 1947-"]},{"key":"dc:creator","label":"Author","values":["Thies, Philip Andrew"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2018-01-02T20:50:28Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2018-01-02T20:50:28Z"]},{"key":"dc:date.issued","label":"Date","values":["2017"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri--Kansas City"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education (UMKC)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Kansas City"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/62416"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Title from PDF of title page, viewed January 3, 2018","Dissertation advisor: Loyce Caruthers","Vita","Includes bibliographical references (pages 231-282)","Thesis (Ed.D.)--School of Education. 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