Date of Award

Spring 2020

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Interdisciplinary Studies and Professional Development

Committee Chair

Dr. Jonathan Beedle

Committee Chair School

Interdisciplinary Studies and Professional Development

Committee Member 2

Dr. Shuyan Wang

Committee Member 2 School

Interdisciplinary Studies and Professional Development

Committee Member 3

Dr. Kyna Shelley

Committee Member 3 School

Interdisciplinary Studies and Professional Development

Committee Member 4

Dr. Dean Franks

Committee Member 4 School

Interdisciplinary Studies and Professional Development

Abstract

This study examined teacher training and beliefs in relation to the development of instructional technology-driven constructivist learning environments. The goal was to discover any existing gaps in theoretical beliefs and praxis, and develop recommendations that provide methods of merging theory into practice for both new and veteran teachers. Bruner’s Constructivist Learning Theory was the theoretical framework that was the basis for this study. Buttressing Bruner, Piaget, Vygotsky, and Montessori’s influences on the development of constructivism as a theoretical lens were also used. The target sample of the intended study was sixth through twelfth grade teachers, both new (0-4 years of experience), and veteran (5 or more years of experience). Teacher participant data was collected via survey response. The findings were that there is not a statistically significant difference in training, belief, and implementation between new and veteran teachers.

ORCID ID

https://orcid.org/0000-0003-0114-1342

Available for download on Thursday, May 14, 2020

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