Date

8-29-2025

Department

School of Education

Degree

Doctor of Philosophy in Higher Education Administration (PhD)

Chair

Breck Perry

Keywords

Title I, Primary, Classroom, Experiences

Disciplines

Elementary Education

Abstract

The purpose of this phenomenological study was to discover the classroom experiences for teachers at Best Primary School. The theory guiding this study is Knowles’ adult learning theory, as it will offer a relationship between how adults learn and the classroom experiences of teachers implementing STEM integration. The central research question was: What are the lived classroom experiences for teachers integrating STEM at Title I primary schools? The hermeneutic study of the classroom experiences for teachers integrating STEM at a Title I primary school using the pseudonym Best Primary is appropriate. Purposeful sampling was used to interview teachers on-site and virtually, and random sampling was applied to select teachers for participation in a focus group to understand the classroom experiences of teachers integrating STEM at a Title I primary school. Face-to-face meetings, interaction with the focus group, and engagement with participants during protocol writing were conducted to collect data for this study. Collected data was triangulated via interviews, a focus group, and protocol writing. Using thematic analysis yielded the following themes: multiple challenges, teamwork and buy-in, and professional development. The results of this study showed that the classroom experiences for teachers integrating STEM at Title I primary schools are unique and unequaled. Collaboration and teamwork are needed to overcome obstacles, and professional development should be ongoing. These findings will aid in research concerning STEM education and address the gap in the literature that explores how the classroom experiences for teachers integrating STEM at Title I primary schools can be understood and improved upon.

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