Date of Award

Fall 8-2025

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Keith Carpenter

Second Advisor

Julia Kirk

Third Advisor

Andrew Courtner

Abstract

Urban schools faced challenges that included limited resources, diverse student populations, and varying levels of student preparedness. I designed this study to better understand the perceptions of urban elementary teachers regarding their perceptions related to the implementation of high-quality instructional materials. For this study, I used a qualitative, interpretive method and collected data through questionnaires and interviews from urban elementary teachers in Tennessee. 24 participants provided data for this research. Due to a gap in existing research related to high-quality instructional materials implementation and support, especially at the foundational elementary level, the purpose of this qualitative, interpretive study was to examine the perceptions of urban elementary teachers in Tennessee related to the implementation of high-quality instructional materials. My findings from this research revealed that HQIM streamlined planning, supported standards alignment, and provided a foundation for differentiated instruction, particularly when implemented in tandem with sustained professional development and equitable access to resources. However, teachers were faced with challenges in adapting materials to meet diverse student needs and aligning assessments. The insights gained from this study reinforce the need for planning, collaborative support, and continuous reflection throughout all phases of implementation, as outlined by the developers of the HQIM Implementation Framework. These challenges accentuated the complexity of adapting instruction, especially when teachers were required to tailor materials to meet the needs of their students.

Keywords

Curriculum, differentiation, HQIM, students' needs, teachers, urban

Download

Share

COinS