Date of Award:

8-2025

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

School of Teacher Education and Leadership

Committee Chair(s)

Suzanne H. Jones

Committee

Suzanne H. Jones

Committee

LeAnn G. Putney

Committee

Alyson Lavigne

Committee

Amanda Taggart

Committee

Max Longhurst

Abstract

How can educators develop cohesive and productive learning communities at the secondary level? Prior research has investigated how classrooms develop collective classroom efficacy (CCE) or the shared belief that, as a classroom, they can achieve their learning goals together as a community. Previous studies suggest that CCE at the elementary level is developed with a teacher acting in the role of a community organizer. The teacher employs social and academic practices which incorporate the use of relevance, relationship, and responsibility. These help to establish four key elements of developing CCE which include: 1) a positive classroom environment, (2) persistence and effort, (3) risk-taking towards learning goals, and (4) academic content being enacted as disciplinary knowledge. Together, these elements lead to the development of classroom communities characterized by a sense of belonging, personal and academic goal orientation, responsibility for self and others learning, and believing in the individual and collective capabilities of the class. These associated elements synergistically work together in promoting the development of CCE at the elementary level. This study aimed to further extend these findings to the secondary level. To investigate these questions, a case study of one secondary level teacher and her AP Stats class was conducted. The case study was comprised of teacher interviews, classroom observations, and a student focus group. This study substantiates prior findings indicating that classrooms can develop towards CCE in a similar way at the secondary level as the elementary level. Findings also suggest teacher awareness and passion as new elements that promote the development of CCE. Greater insights on the dynamic interrelation between the various elements contributing to the development of CCE emerged. Notably, this study uniquely contributes the inclusion of student voice in describing their experience with CCE while currently enrolled in the class. Educators may feel that time, personal capabilities, or the subject matter they teach prevents the development of CCE or strong learning communities. However, this study not only illustrates the value of establishing CCE and strong learning communities but provides several practical and learnable ways to do so.

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