Ed.D. Dissertations

Date of Award

Spring 4-3-2020

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Edward Kim, Ph.D.

Content Specialist

Theresa Kanai, Ph.D.

Content Reader

Heather Miller, Ph.D.

Keywords

funds of knowledge, toxic stress, transformational teaching

Abstract

The transformational teaching practice is designed to address individual student needs by creating and modeling teaching practices to help students change from their current learning experience to that of growth and a higher level of understanding. The purpose of this multiple case study was to examine and understand the actions and behaviors associated with transformational teaching theory. The purpose of the study was also to examine how transformational teachers understand, frame, and use specific pedagogic approaches to help transform students toward success. Two research questions guided this study: How do primary school teachers utilize transformational teaching as a teaching methodology for helping students? What new knowledge has been discovered by the teachers who use transformational teaching as a means of pedagogy? The data collection instruments used in this case study were semistructured interviews, a secondary interview question, and teacher observations. The inductive analysis was used to analyze the data collected from semistructured interviews. The value analysis was used to analyze the data collected from the observations. The key findings of this study revealed that teachers understood the changing society, and that teachers must be prepared to adjust their curriculum and pedagogic approaches to serve the student in a holistic framework.

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