64 Journal of K-12 Educational Research 2025, VOL. 9, ISSUE 1 dbu.edu/doctoral/edd CREATING OPPORTUNITIES FOR TRANSFORMATION IN EARLY CHILDHOOD–12TH GRADE: A GROUNDED THEORY STUDY Jeremy K. Williams, Ed.D. Introduction Students are graduating from Early Childhood through 12th grade (EC–12) traditional school programs with limited ability to use creativity, practice collaboration skills, or demonstrate character education (Berger, 2014; Glickman et al., 2017; Robinson & Robinson, 2022). Traditional school programs significantly impact the ability of students and teachers to think and act differently than prescribed by traditional learning standards and limit students’ opportunities to develop skills that prepare them for the 21st century (Berger, 2014). Creativity, collaboration, and character education are not being prioritized, resulting in the loss of potential and opportunity for critical skill development (Kim, 2011). The lack of development of creativity, collaboration, and character education in traditional schools is evidence of resistance to school transformation. It has become apparent that creativity, collaboration, and character education are not the focus in most traditional EC–12 schools. There are some schools, however, that pursue excellence in these areas and offer students paths to success through creativity, collaboration, or character education. These schools actively provide opportunities for school transformation. They are the focus of the current study. The current study examined school transformation efforts at select schools in Texas through the lens of creativity, collaboration, or character education. Purpose of the Study In the current study, the researcher examined unique public, public charter, and private schools in Texas that emphasize creative, moral, and social initiatives for EC–12 programs. The current study used a grounded theory methodology to build a theory for school transformation. It was the intention of the researcher to gather data that allowed the birthing of a new theory in EC–12 school programs centering on school transformation through creativity, collaboration, and character education in Texas EC–12 schools. The current study examined beliefs about effective teaching practices and curriculum aims. It was the hope of the writer to contribute new knowledge to the field of education. The current study was written with the intent of transforming education by “rethinking how schools work” (Robinson & Robinson, 2022). Literature Review Traditional school programs prescribe detailed learning standards that guide curriculum development and shape instruction. These learning standards focus on content to be taught and tested. The weight of these standards anchors instruction on content and learning strategies but limits deviation from these standards. As a result, students are allowed few freedoms to explore, ask questions, wonder, or innovate (Berger, 2014). Students are taught models of efficiency and compliance, without opportunities to explore their own interests and develop self-expression. Traditional schools claim to engage students in college and career preparation, but school accountability measures provide evidence that the bulk of what matters to the school community is test preparation for college entrance exams (Wagner, 2021).
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