Student Perspective on the Efficacy of Blended Learning in an AP English Classroom while Transitioning through a Pandemic

Returning from an online and hybridized learning experience, in the wake of a global pandemic, offers opportunities to integrate new strategies for student engagement and meeting academic standards. This research uses a theoretical framework that includes critical pedagogy (Freire, 2000), Universal Design Learning (Novak & Tucker 2021) and a constructivist approach (Bada & Olusegun, 2015) to blended learning. Tucker (2020) has shown that blended learning shifts classroom workflow, encourages grading practices that are sustainable, fosters partnerships between the teacher and student, and encourages students to take an active role in tracking, assessing, and reflecting on their own learning. This qualitative research focused on AP classroom practices, and included 61 high school advanced placement (AP) English students. It used a constructivist worldview with a phenomenological approach to specifically elicit student perspectives on blended learning. Instruments used for data collections included lessons, interviews, documents, and audiovisual and digital materials. Research findings revealed that art helps students connect literary concepts such as themes, symbolism, imagery, and plot to English course content. Second, students found others’ viewpoints interesting when given the opportunity to collaborate. Finally, it was found that when students find bridges into authentic and critical inquiry and conversation develop, students also have greater interest and personal connection. This research has important implications for how teachers can provide the space for students to create change in their school environments, and more equitable access to learning, as well as the kinds of professional development and training that could be made available for teachers to incorporate blending learning strategies in a post-pandemic learning environment

High School Teachers’ Perceptions of Culturally Responsive Pedagogy

The problem at the local site was a gap in practice in that teachers were not using culturally responsive pedagogy (CRP) in their delivery of lessons, which may have contributed to an achievement gap between European American and Asian American students and African American and Latinx students. This problem was important because local ACT results indicated that a significant achievement gap existed between these student populations. The purpose of this study was to investigate teachers’ use of CRP, which may serve to mitigate the achievement gap. The conceptual framework for this study was self-determination theory. The research questions focused on high school teachers’ perceptions of culturally responsive pedagogy at the study site and high school teachers’ understanding of their ability to implement CRP effectively. Data were collected using a case-study approach consisting of 11 semi-structured interviews and document analysis of teachers’ lesson plans. Interviews and documents were transcribed, coded, and analyzed to identify emerging themes. Results of the study indicated that most teachers believed that CRP was an effective way to mitigate the achievement gap, but they had little understanding of what CRP was. Further, training provided by the local district has been inadequate in meeting teachers’ cultural competency needs. As a result of the study, a 3-day professional development seminar was created to teach teachers effective implementation of CRP. Positive social change may result from the research and professional development as it may mitigate the achievement gap for linguistic and ethnically diverse students at the local study site