dc.contributor.author	Ramirez, Martha-Susan Gayle
dc.coverage.spatial	United States	en_US
dc.coverage.temporal	2000-2019	en_US
dc.date.accessioned	2019-02-25T19:51:40Z
dc.date.available	2019-02-25T19:51:40Z
dc.date.issued	2018-10
dc.identifier.uri	https://hdl.handle.net/10428/3309
dc.description.abstract	Although researchers have reported benefits from a non-traditional educational approach, where the teacher is merely a facilitator in the learning environment, there remains a need for a paradigm shift among educators. This needed paradigm shift calls for more than simply restructuring schools and classrooms into a collaborative meeting space, but also calls for a change in mindset among educators. This mindset shift will allow teachers to become more comfortable acting as facilitator, allowing students to guide the learning through interaction with peers and exploration. Students need to be equipped with 21st Century skills such as written and oral communications, thinking and problem-solving skills, teamwork, personal skills, and creativity in order to be successful citizens (Partnership for 21st Century Skills, 2009). A flexible seating environment provides a space where learning is student-centered and social, providing students with opportunities to implement soft skills. Five elementary school teachers shared their voices in this interpretive qualitative study by participating in one-on-one interviews as well as a 6 week focus group conducted through an online Facebook forum. The results from the study yielded four themes that addressed the two research questions. These themes were student comfort, community and collaboration, teachers letting go of control, and teachers acting as facilitators. The significance of this study was the potential to improve confidence among educators to create a space of collaborative learning and ease the fears of unstructured chaos. The voices of the teachers in this study can be used to inform educators on the benefits from implementing flexible seating as well as on the drawbacks, disadvantages, and struggles experienced during the implementation of flexible seating.	en_US
dc.description.tableofcontents	INTRODUCTION 1 -- Statement of the Problem 3 -- Purpose of the Study 4 -- Significance of the Study 5 -- Theoretical Framework… 6 -- Conceptual Framework… 8 -- Research Design… 13 -- Research Questions 14 -- Definition of Terms 14 -- Summary 15 -- REVIEW OF LITERATURE 17 -- The Paradigm Shift 18 -- Social Interactions and Collaboration… 25 -- Flexible or Alternative Seating 30 -- Classroom Management 34 -- Summary 38 -- METHODOLOGY 39 -- Research Design… 40 -- Research Questions 40 -- Research Setting 40 -- Participants 41 -- Data Collection 42 -- Approval to Conduct Study 42 -- Consent to Participate in Study 42 -- Phase I: Interview Process 43 -- Phase II: Facebook Forum 44 -- Data Processing and Analysis 45 -- Analysis of Interviews 45 -- Analysis of Data from Facebook Focus Forum 46 -- Trustworthiness 47 -- Researcher as Interviewer… 47 -- Tactics to Ensure Honesty 48 -- Member-Checking 49 -- Frequent Peer Debriefing Sessions 49 -- Disconfirming Evidence 49 -- Triangulation… 50 -- Transferability 50 -- Dependability 50 -- Confirmability 50 -- Summary 51 -- RESULTS 51 -- Data Analysis and Findings 53 -- Brief Profiles of Participants 53 -- Themes from Research Question I 56 -- Student Engagement 61 -- Comfortable/Natural 62 -- Impact on Classroom Management 62 -- Social Interactions 63 -- Themes from Research Question II 64 -- Student Excitement 75 -- Changes/Adjustments 76 -- Teacher Roles 76 -- Changes in Teachers and Students 77 -- Struggles in Implementation… 78 -- Response to Negative Feedback… 80 -- Strengths of Flexible Seating 82 -- Summary 83 -- DISCUSSION AND CONCLUSIONS 84 -- Purpose of the Study 84 -- Research Design… 84 -- Research Questions 85 -- Data Analysis 85 -- Discussion… 86 -- I'm Finally Home 87 -- Community/Collaborative Learning 88 -- Letting Go… 89 -- Teaching as Facilitating 90 -- Limitations of the Study 91 -- Conclusion… 91 -- Recommendations 92 -- REFERENCES 97 -- APPENDIX A: Institutional Review Board Approval 108 -- APPENDIX B: Flyer Invitation… 110 -- APPENDIX C: Consent Script 112 -- APPENDIX D: Interview Protocol 114 -- APPENDIX E: Facebook Focus Forum Discussion Topic and Probes 118	en_US
dc.language.iso	en_US	en_US
dc.rights	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.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Creative activities and seat work--Study and teaching	en_US
dc.subject	Classroom management--Study and teaching	en_US
dc.subject	Classrooms	en_US
dc.subject	Educational research	en_US
dc.subject	Educational innovations	en_US
dc.subject	Education, Cooperative	en_US
dc.subject	Alternative education	en_US
dc.title	A Qualitative Analysis of Elementary Teachers’ Perceptions of a Non-Traditional Classroom	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Hull, Karla
dc.description.committee	Hull, Karla
dc.description.committee	Workman, Jamie L.
dc.description.committee	Hartsell, Taralynn S.
dc.description.committee	Cruz, Becky K. da
dc.description.degree	Ed.D.	en_US
dc.description.major	Education Leadership	en_US