Date of Award

Fall 12-19-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Philip O. Pendley

Second Advisor

Heather Gomez

Third Advisor

Monica Peterson

Abstract

Purpose: The purpose of this phenomenological study was to determine how expert AVID teachers from the California Central Valley describe the use of collaboration to strengthen student metacognition and self-efficacy and how they describe the evidence that indicates metacognition and self-efficacy are occurring.

Methodology: Five Central California school districts were chosen to conduct the phenomenological study on expert AVID teachers. One to two AVID teachers from each of the five school districts were chosen in the study for eight participants. The expert AVID teachers were chosen for having at least five years of experience teaching AVID and being up to date on yearly AVID training and professional development. Individual one-on-one interviews were conducted via Zoom. Transcribed interviews were coded and analyzed.

Findings: Expert AVID teachers use collaboration to strengthen student metacognition through weekly tutorials. To prepare for tutorials students reflect on their independent learning to determine what they know and where is their point of confusion. The tutorial consists of students engaging in discussions/questioning strategies to clarify misconceptions and increase self and group knowledge. Continuous weekly student reflection reveals evidence of their metacognitive engagement and learning improvement. Intentional collaboration is used to strengthen student self-efficacy, the belief that one has in themselves to persevere. Expert AVID teachers utilize mixed grade levels in one classroom to facilitate a safe and welcoming environment focused on collaboration and learning where students learn to use what they know to get what they want.

Conclusions: This study examined and described the lived experiences of expert AVID teachers’ use of collaboration to strengthen student metacognition and student self-efficacy. The research resulted in four conclusions focusing on student reflection on their learning through intentional collaboration, a safe and welcoming environment to take risks during collaboration, fostering student growth over time through student discussion, debate, and reflection, and students learning to use what they know to get what they want during learning.

Recommendations: Based on the findings from this study, nine recommendations were presented for further research to understand best how expert AVID teachers use collaboration to strengthen student metacognition and student self-efficacy.

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