Date

4-17-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Richard Bragg

Keywords

education, curriculum, instruction, high school, English, engagement, classroom, agency

Disciplines

Education

Abstract

Educational engagement is an issue that has become problematic due to the many changes that have occurred since COVID, including technological dependency and teacher burnout. Teachers may need more skills to manage and implement engagement strategies in the classroom setting. Understanding educators’ experiences with classroom engagement in a variety of secondary English classrooms is the setting of this case study. The central research question explores how educators experience student engagement in their classrooms. The theory guiding this study is Bandura’s social cognitive theory, as I utilize the theory to examine behaviors affected by people and the classroom environment. This research uses an intrinsic case study approach throughout high schools to focus on teachers’ experiences and means of engagement within their classrooms. I conducted interviews, met with focus groups, and provided teachers with a questionnaire to gauge their experiences with curricular practices and student engagement. I found that educators work to achieve engagement through practices outside of technology, and student engagement directly affects student achievement. My research recognizes the extreme need for engagement in the secondary English classroom, as well as the implications that affect educators and students on a daily basis. My findings highlight the significance of engaging students through instructional practices, relationship-building, and the removal of technology as a focus in the classroom.

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