Date of Award

Summer 2025

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Suha Tamim

Abstract

This action research study examines the impact of a Pedagogical Content Knowledge (PCK) intervention on elementary teachers' instructional practices and student outcomes in Math and English Language Arts (ELA). The goal was to address student underperformance by enhancing teachers' PCK and exploring how improved content knowledge and pedagogical strategies influence classroom teaching and student achievement. Using a concurrent mixed-methods design, baseline data were collected through surveys, classroom observations, and student assessments. Over five weeks, teachers participated in professional development focused on lesson planning, student exemplars, and success criteria. Due to scheduling constraints, computer-based assessments were replaced by analyzing student work artifacts to gauge the intervention's effectiveness. The study found improvements in teachers’ ability to address misconceptions, though varying levels of PCK implementation were observed. Qualitative data from instructional footage and interviews indicated that while teachers perceived the PCK intervention as beneficial for professional growth, challenges with time management and the absence of planned Professional Learning Communities (PLCs) limited full engagement. Despite these challenges, the study highlighted the potential of PCK interventions to enhance instructional clarity and student engagement, suggesting that ongoing support and flexible integration of PCK can positively impact teacher effectiveness and student learning outcomes. The research concludes by recommending further exploring structured reflection and collaboration to enhance PCK and improve student achievement. Keywords: Pedagogical Content Knowledge (PCK), action research, Professional Learning Communities (PLC)

Rights

© 2025, Emelyne Viteve Baucicaut

Download

Share

COinS