Date
5-1-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Heather Strafaccia
Keywords
high-stakes testing, self-efficacy, accountability, pedagogical practices, adaptive learning systems
Disciplines
Education | Educational Assessment, Evaluation, and Research
Recommended Citation
Le Fevre, Brian J., "Exploring Teachers' Experiences Developing Adaptive Learning Systems with High-Stakes Testing Requirements: A Transcendental Phenomenological Study" (2025). Doctoral Dissertations and Projects. 6829.
https://digitalcommons.liberty.edu/doctoral/6829
Abstract
The theory that guided this study was Bandura’s self-efficacy theory, which was utilized to relate to teachers’ beliefs about engaging in behaviors influenced by high-stakes testing. A transcendental methodology was used for the study design as the study aimed to explore teachers’ shared experiences while bracketing my previous experiences. The sample population consisted of second- to sixth-grade teachers who instructed subjects who were assessed by high-stakes testing in the Southeastern United States. Data was collected using interviews, focus groups, and journal prompt responses. Following data collection, the data was coded and analyzed to develop the essence of the shared experiences for the sample population with high-stakes testing through textural and structural descriptions.
