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Twenty-First Century Skill Building for Students With Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2019 Twenty-First Century Skill Building for Students With Special Needs Through Problem-Based Learning: An Examination Of Homeschool Teacher Blogs Jami Maree Tipton Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Education Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Education This is to certify that the doctoral dissertation by Jami M. Tipton has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Darci J. Harland, Committee Chairperson, Education Faculty Dr. Gladys Arome, Committee Member, Education Faculty Dr. Gary Lacy, University Reviewer, Education Faculty The Office of the Provost Walden University 2019 Abstract Twenty-First Century Skill Building for Students With Special Needs Through Problem- Based Learning: An Examination Of Homeschool Teacher Blogs by Jami M. Tipton MA, Walden University, 2014 BS, Culver Stockton College, 1998 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University August 2019 Abstract Although problem-based learning (PBL) is not a new educational teaching method, little is known about the experiences of homeschool teachers who implement this teaching and learning approach with students with special needs. An increase in the number students with special needs being homeschooled made this study necessary and timely. The purpose of this study was to explore how publicly shared PBL experiences of homeschool teachers of students with special needs reflect 21st-century skills. The study was framed using 3 skill areas from a 21st-century skills framework including communication and collaboration, problem-solving and critical thinking, and cross- disciplinary knowledge. Data were collected from 20 blog sites that were each written by a homeschool teacher of at least 1 student with special needs. The sites had a minimum of 3 blog posts that referenced teaching and learning that aligned with the fundamentals of PBL. Deductive-dominant content analysis was completed on 87 blog posts through 2 levels of coding using both a priori and emergent coding. Key findings showed that the blog posts of homeschool teachers of students with special needs most often described (a) sharing, (b) creating inquiry environments and supports, and (c) cross-discipline content. Because the blog posts of homeschool teachers who use a PBL approach with their students with special needs reflect 21 st -century skills, this study may encourage more teachers in the homeschool community to implement a PBL approach. The results from this study may contribute to positive social change by providing insights for homeschool teachers interested in purposefully implementing PBL experiences where students with special needs practice 21st-century skills. Twenty-First Century Skill Building for Students With Special Needs Through Problem- Based Learning: An Examination Of Homeschool Teacher Blogs by Jami M. Tipton MA, Walden University, 2014 BS, Culver Stockton College, 1998 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University August 2019 Dedication This dissertation is dedicated to my son Phoenix who taught me that teaching someone who learns differently can be a lot of fun and so rewarding. Acknowledgements First and foremost, I want to thank God for giving me the wisdom and strength to complete this journey. Without Him it would not have been possible to complete with all the changes our family when through during the last few years. Second, I would like to thank my guys, Mark, Keagan, and Phoenix for all their patience and support over the last few years while I pursued my dream of obtaining this PhD. Thank you guys for the “sacrifice” of spending countless hours at coffee shops, so that I could write but still spend time with my three favorite guys. I would also like to thank my parents, brother, and in-laws for all their support and encouragement along the way. Dr. Darci J. Harland, I cannot thank you enough for all of your guidance through each step of this process. Thank you for the many hours you spent with me on Skype and for “holding my hand” these last few months while I worked to finish this doctoral journey. Table of Contents List of Tables ..................................................................................................................... vi Chapter 1: Introduction to the Study ....................................................................................1 Introduction ....................................................................................................................1 Background ....................................................................................................................2 Problem Statement .........................................................................................................7 Purpose of the Study ......................................................................................................9 Research Questions ........................................................................................................9 Central Research Question ...................................................................................... 9 Related Research Questions .................................................................................... 9 Conceptual Framework ................................................................................................10 Nature of the Study ......................................................................................................11 Definitions....................................................................................................................13 Assumptions .................................................................................................................13 Scope and Delimitations ....................................................................................... 14 Limitations ............................................................................................................ 16 Significance..................................................................................................................17 Summary ......................................................................................................................18 Chapter 2: Literature Review .............................................................................................19 Introduction ..................................................................................................................19 Literature Search Strategy............................................................................................20 Conceptual Framework ................................................................................................22 i Foundational Knowledge ...................................................................................... 24 Meta Knowledge ................................................................................................... 25 Problem-Based Learning .............................................................................................28 History of Problem-Based Learning ..................................................................... 29 Problem-Based Learning and 21st Century Learning ........................................... 36 Defining Problem-Based Learning ....................................................................... 62 Implementing Problem-Based Learning ......................................................................70 Problem-Based Learning in Homeschool ............................................................. 70 Teacher Experiences Implementing Problem-Based Learning with Students with Special Needs ..................................................................... 74 Social Media and Teachers ..........................................................................................80 Homeschool Teachers and Social Media .............................................................. 81 Social Media as Public Pedagogy ......................................................................... 88 Students With Special Needs .....................................................................................100 Teaching 21st-Century Skills With Students With Special Needs ..................... 101 Homeschooling Students With Special Needs .................................................... 107 Summary and Conclusions ........................................................................................112 Chapter 3: Research Method ............................................................................................117 Introduction ................................................................................................................117 Research Design and Rationale .................................................................................117
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