A Narrative Inquiry of Upper Elementary Teachers’ and Students’ Experiences with Classroom Transformations
Loading...
Authors
Heeter, Shila
Issue Date
2026-01-06
Type
Dissertation
Language
en_US
Keywords
Elementary education , Education , Student engagement , Dissertations, Academic
Alternative Title
Abstract
This qualitative study used narrative inquiry to explore the experiences of sixupper elementary teachers and focus groups of their students who engaged in classroom transformations. A classroom transformation is an innovative instructional approach that capitalizes on novelty and the classroom’s physical environment to create an immersive and engaging learning experience for students. Constructivism and sociocultural theory served as the framework of this study and guided its design. Data were collected through two approximately 90-minute semi-structured interviews with teachers, examining the participants’ experiences before, during, and after implementing classroom transformations, as well as the meanings they attached to the practice. Six, approximately 60-minute, student focus groups were conducted to capture the experiences and perspectives of a group of each of the teacher participants’ students. The findings suggest that classroom transformations have positive outcomes for teachers and students by promoting creativity, agency, collaboration, and improved student behavioral, emotional, and cognitive engagement. While challenges such as time, costs, and resources were noted, participants offered solutions and expressed that the benefits they associated with the practice were worth the investments. The implications of this research suggest that classroom transformations are a viable strategy to promote student engagement and teacher agency, while also offering guidance for teachers interested in classroom transformations and suggestions for how administrators and educational leaders can support innovative instructional design.
Description
Citation
Publisher
License
This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.