Teacher Perceptions and Impacts of Implementing a Learner-Centered Approach to English Language Arts for K-5 Elementary Students

The research study was developed to analyze changes in teacher perceptions after participating in professional learning opportunities while implementing the instructional design of the study. The research questions were designed to identify changes in teacher perceptions about learner-centered instruction and meeting student needs by implementing learning progressions. This topic is worthy of research since achievement impacts post-secondary goal attainment and district staff previously verbalized concerns about increased learning gaps. The school district noted a decline in educational growth which led to a shift to individualized learning. The research was meant to help identify key impacts of creating a learner-centered environment on teacher perceptions of the learner-centered environment and meeting various levels of student academic needs for teachers in the Turkeyfoot Elementary School. This action research utilized a mixed methods approach over a one-year period. Quantitative data was collected through teacher surveys utilizing a Likert scale for responses with qualitative data collected through teacher interviews. All data was de­-identified by the co-investigator then coded and sorted by the lead investigator to identify themes and patterns. Surveys were distributed to the study participants; once before implementation, then again after implementation to identify any changes in teacher
perceptions to answer the research questions. The study resulted in identifying key perception changes by the participants including an increased understanding of learner ­centered instruction and teachers noting an increased ability to meet learner needs through the model.