DISSERTATION REVIEWS SANDERS
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DISSERTATION REVIEWS
Jenn Sanders
EDUC 798
School of Education, Liberty University
REVIEW ONE: BIBLICAL INTEGRATION IN HIGH SCHOOL ACADEMICS by Perry
Rudolph Cunningham
Summary
The purpose of Perry Rudolph Cunningham’s dissertation-in-praxis, Biblical
Integration in High School Academics , was to examine how intentional and systematic
biblical integration within a Christian high school setting could strengthen students’
spiritual development while maintaining academic rigor aligned with national and
international standards. Cunningham identified a common challenge within Christian
education: schools often profess a Christ-centered mission, yet struggle to consistently
integrate biblical worldview principles into daily classroom instruction across all subject
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areas. The study was conducted at Temple Christian High School in Nassau, The
Bahamas, a private Christian institution serving a diverse student population and
operating within a culturally unique educational context.
The central problem addressed in the study was the lack of cohesive and
intentional biblical integration throughout the high school curriculum. While Temple
Christian High School maintained a strong Christian identity through chapel services,
Bible courses, and mission statements, Cunningham observed that integration within
core academic subjects was inconsistent and largely dependent on individual teacher
initiative. This inconsistency raised concerns regarding the school’s ability to fulfill its
mission of holistic Christian education.
Cunningham utilized a mixed-methods, dissertation-in-praxis research design,
which was well suited for addressing an applied institutional problem. Quantitative data
were collected through surveys administered to both students and faculty. Student
surveys focused on spiritual practices, personal faith engagement, and perceptions of
faith integration within academic courses. Faculty surveys examined teachers’
understanding of biblical integration, educational preparation, and confidence in
incorporating biblical worldview principles into their instruction. These quantitative
measures provided insight into patterns of belief, practice, and perception across the
school community.
Qualitative data were gathered through classroom observations, curriculum
analysis, and reviews of institutional documents. Classroom observations allowed the
researcher to directly examine how teachers incorporated biblical principles into
instruction, including the use of Scripture, ethical discussions, prayer, and worldview
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connections. Curriculum materials were reviewed to determine whether biblical
integration was embedded intentionally within lesson objectives and assessments or
applied superficially. Cunningham also examined teacher credentials, professional
development records, and evaluation tools to assess faculty preparedness and
institutional support for biblical integration.
The findings of the study revealed that while teachers overwhelmingly valued
biblical integration and recognized its importance within Christian education, significant
gaps existed in both training and implementation. Biblical integration was most evident
in Bible and humanities courses, while teachers in math, science, and technical subjects
often struggled to connect faith meaningfully with content. Many educators relied on
isolated Scripture references rather than intentional worldview integration. Additionally,
the study found that a majority of teachers had not received formal training in Christian
philosophy of education, limiting their ability to integrate faith and learning in a
structured manner.
Student data further revealed a disconnect between exposure to Christian
instruction and personal spiritual practice. Although most students identified as
Christian, many reported limited engagement in spiritual disciplines such as Bible
reading, prayer, and church involvement outside of school activities. This finding
suggested that biblical integration within the classroom was not consistently translating
into lived faith beyond the academic environment.
Based on these findings, Cunningham developed a comprehensive action plan
designed to strengthen biblical integration at Temple Christian High School. The plan
included targeted professional development for faculty, the adoption of Christian
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worldview–aligned curricular resources, revisions to teacher evaluation instruments to
include spiritual competencies, and increased opportunities for students to apply biblical
principles through service-learning and community engagement. The study concluded
that intentional, school-wide biblical integration—supported by leadership, training, and
accountability—has the potential to enhance both academic excellence and authentic
spiritual formation.
Analysis of the Quality of Research
Cunningham’s study demonstrates several notable methodological strengths that
contribute to its overall rigor and relevance. First, the clear alignment between the
problem statement, research questions, and mixed-methods design enhances the
study’s coherence. By thoughtfully integrating both quantitative and qualitative
approaches, the researcher was able to capture a more comprehensive understanding
of the institutional challenge being investigated. This methodological congruence not
only supports internal validity but also reinforces the credibility of the conclusions drawn.
The use of a dissertation-in-practice framework is another significant strength.
This framework effectively positions the researcher as both scholar and practitioner,
enabling direct engagement with a real-world educational challenge while producing
findings that are immediately actionable. By situating the study within the context of a
Christian high school, Cunningham ensures that recommendations are grounded in the
practical realities of the institution, enhancing the relevance and potential utility of the
research for administrators and educators seeking evidence-based strategies.
The study’s reliance on multiple data sources further strengthens its
trustworthiness. Triangulation of data—through surveys, document analysis, and other
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qualitative measures—mitigates the limitations inherent in any single data source and
reduces potential bias. This multi-faceted approach allows for a more robust
understanding of the problem and increases confidence in the study’s findings.
Cunningham’s grounding in biblical and theological scholarship is a distinctive
strength, particularly for research conducted within a faith-based educational context.
The explicit articulation of a Christian worldview provides a philosophical and ethical
lens through which the research is interpreted, lending coherence and depth to both the
theoretical framework and the practical implications. This alignment not only reinforces
the study’s internal consistency but also ensures its relevance and applicability to faith-
based institutions, where spiritual formation is often as significant as academic
achievement.
Moreover, the practical orientation of the research enhances its impact. Rather
than producing abstract recommendations, the study delivers concrete strategies and
interventions that administrators can implement. This emphasis on actionable outcomes
aligns with the dissertation-in-practice paradigm and underscores the study’s
contribution to both scholarship and practice.
Despite these strengths, several limitations warrant careful consideration. The
study’s focus on a single Christian high school inherently limits the transferability of its
findings. Schools with different denominational affiliations, cultural contexts, or
institutional structures may not experience the same outcomes, raising questions about
the generalizability of the results. Additionally, reliance on self-reported survey data
introduces the potential for social desirability bias, particularly given the faith-based
context. Participants may have provided responses that reflect perceived Christian
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norms rather than their authentic experiences, which could influence the validity of the
findings. Another limitation is the absence of longitudinal data. Without tracking
outcomes over time, the study cannot definitively assess the sustained impact of the
proposed interventions on either spiritual growth or academic performance.
If the study were to be redesigned, several enhancements could strengthen both
the scope and depth of the research. Expanding the sample to include multiple Christian
high schools would improve generalizability and provide a richer comparative
perspective. Incorporating additional qualitative methods, such as student interviews,
focus groups, or reflective journals, would deepen understanding of individual
experiences and provide more nuanced insights into how interventions influence
spiritual and academic outcomes. Finally, adopting a longitudinal design would allow for
tracking changes over time, offering stronger evidence of sustained impact and helping
to identify which interventions are most effective in promoting lasting growth. Such
modifications would not only enhance the rigor of the study but also increase its
practical and theoretical contributions to faith-based education research.
Personal Analysis and Practical Application
This dissertation significantly deepened my understanding of what authentic
biblical integration truly requires in Christian education. One of my most important
takeaways is that integration must be intentional, systematic, and embedded throughout
the educational experience rather than symbolic or superficial. Simply identifying as a
Christian school is not sufficient to guarantee that faith is meaningfully reflected in
instruction. Cunningham’s findings emphasized that the depth and authenticity of
integration depend heavily on the teacher’s worldview, prompting me to reflect critically
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on how my own beliefs, values, and educational preparation will shape my approach to
teaching. I realized that cultivating a personal philosophy of education grounded in both
faith and academic rigor is essential to fostering genuine spiritual formation in students.
The study also illuminated the critical role of professional development in
supporting effective biblical integration. Even educators who are personally committed
to Christian principles may lack the pedagogical skills to translate faith into meaningful
classroom practices. This insight is particularly relevant for the field of education, as it
highlights that spiritual commitment alone is not enough; intentional training,
mentorship, and ongoing professional development are necessary to equip teachers to
integrate faith and learning effectively. As I consider my own future as an educator, this
underscores the importance of seeking out opportunities to grow professionally, learn
new strategies, and remain informed about best practices in faith-based pedagogy.
From a practical standpoint, Cunningham’s research provides clear guidance for
school leaders and educators. It encourages administrators to critically evaluate
curriculum materials, instructional strategies, and assessment practices to ensure they
align with the school’s mission and spiritual goals. The study also highlights the
importance of accountability structures and leadership support in sustaining integration
efforts over time. This reinforced for me that promoting holistic Christian education
requires both individual initiative and institutional commitment; one cannot succeed
without the other.
Furthermore, the dissertation prompted me to consider the ways in which
academic excellence and spiritual development can be mutually reinforcing. Effective
biblical integration does not come at the expense of intellectual rigor; rather, it provides
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a framework for nurturing character, moral reasoning, and critical thinking alongside
academic skills. As a future educator, I am motivated to intentionally connect faith with
content across disciplines, designing lessons that challenge students intellectually while
encouraging spiritual reflection and ethical application.
Overall, Cunningham’s study strengthened my appreciation for holistic Christian
education and reinforced the idea that biblical integration is a dynamic, intentional
process capable of shaping students academically, spiritually, and morally. It has
inspired me to approach my future teaching with both intentionality and consistency,
recognizing that meaningful integration requires careful planning, ongoing professional
growth, and a commitment to modeling faith in action. This dissertation has not only
informed my educational philosophy but has also provided practical insights I can carry
into my future classroom, guiding me to be a reflective, competent, and spiritually
intentional educator.
REVIEW ONE: A QUALITATIVE CASE STUDY EXAMINING COLLABORATIVE
TEACHING IN INCLUSION CLASSROOMS POST-PANDEMIC by Danielle Grunert
Summary
Danielle Grunert’s doctoral dissertation, A Qualitative Case Study Examining
Collaborative Teaching in Inclusion Classrooms Post-Pandemic , explored educators’
perceptions of collaborative teaching practices in inclusion classrooms following the
COVID-19 pandemic. The purpose of the study was to examine both the advantages
and disadvantages of collaborative teaching from the perspective of educators who
experienced significant instructional and structural changes during and after the
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pandemic. Grunert sought to understand how collaborative teaching functioned in post-
pandemic learning environments and how educators perceived its effectiveness in
supporting students with disabilities within inclusive classrooms. The study addressed a
timely and relevant issue, as schools across the United States continue to adjust
instructional models to meet diverse student needs after unprecedented disruptions to
traditional teaching practices.
The research was guided by Bandura’s theory of self-efficacy, which emphasizes
individuals’ beliefs in their ability to perform tasks and influence outcomes. This
framework was appropriate given the study’s focus on teacher perceptions, confidence,
and professional collaboration. Grunert framed the central research question around
identifying the primary benefits and challenges of collaborative teaching in inclusion
classrooms after the pandemic. Supporting questions further examined educators’ lived
experiences, perceived administrative support, and the overall impact of collaboration
on instructional effectiveness. By grounding the study in self-efficacy theory, the
researcher was able to analyze how teachers’ confidence levels and beliefs shaped
their collaborative practices and instructional decisions.
The study employed a qualitative instrumental case study design, which allowed
for an in-depth exploration of collaborative teaching within a specific context.
Participants included K–12 educators working in public schools in New York who had
experience teaching in inclusion classrooms using a collaborative or co-teaching model.
Purposeful sampling was used to select participants who met the study’s criteria and
could provide meaningful insight into post-pandemic instructional practices. Data were
collected using multiple methods, including semi-structured individual interviews,
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surveys, and a focus group. This triangulation of data sources strengthened the
credibility of the findings and provided a more comprehensive understanding of
participants’ experiences.
Grunert analyzed the collected data using thematic analysis, carefully coding
responses to identify recurring patterns and shared meanings across participant
narratives. Through this process, three major themes emerged. The first theme focused
on the challenges of post-pandemic instruction, including increased student learning
gaps, behavioral concerns, and difficulties related to scheduling and role clarity within
collaborative teaching teams. Many participants described feeling overwhelmed by the
academic and emotional needs of students while simultaneously adjusting to changes in
instructional delivery and expectations. These challenges often complicated
collaboration between general and special education teachers, particularly when time
for planning and communication was limited.
The second theme highlighted the perceived benefits of collaborative teaching in
inclusion classrooms. Despite the challenges, participants reported that effective
collaboration led to shared responsibility, improved instructional strategies, and
increased support for diverse learners. Educators emphasized that collaborative
teaching allowed them to draw on each other’s strengths, differentiate instruction more
effectively, and provide more individualized support to students with disabilities. Many
participants noted that when collaboration was successful, it enhanced their confidence
as educators and improved overall classroom functioning, aligning with the study’s self-
efficacy framework.
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The third theme centered on the critical role of administrative support in the
success of collaborative teaching. Participants consistently identified leadership
support, professional development opportunities, and intentional scheduling as essential
factors in fostering effective collaboration. When administrators prioritized collaboration
by providing common planning time and clear expectations, educators reported more
positive experiences and outcomes. Conversely, a lack of administrative support often
contributed to frustration and diminished effectiveness of collaborative teaching models.
Grunert concluded that collaborative teaching in post-pandemic inclusion classrooms
holds significant potential but requires strong administrative commitment and ongoing
support to be successful.
Analysis of the Quality of Research
The qualitative case study design used by Grunert was an appropriate and
effective choice for examining collaborative teaching in inclusion classrooms post-
pandemic. Because the purpose of the study was to explore educators’ perceptions
and lived experiences, a qualitative approach allowed for rich, detailed descriptions that
would not have been captured through quantitative methods alone. The instrumental
case study design supported an in-depth examination of collaborative teaching within a
specific educational context, enabling the researcher to identify nuanced themes
related to teacher collaboration, instructional challenges, and administrative support.
Overall, the chosen research design aligned well with the study’s research questions
and theoretical framework.
One notable strength of the research was the use of multiple data collection
methods, including semi-structured interviews, surveys, and a focus group. This
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triangulation enhanced the credibility and trustworthiness of the findings by allowing the
researcher to compare and validate participant responses across different sources.
Semi-structured interviews provided opportunities for participants to elaborate on their
experiences, while surveys offered additional perspectives that supported emerging
themes. The inclusion of a focus group further strengthened the study by encouraging
collaborative discussion and allowing participants to build upon one another’s ideas.
Together, these methods created a comprehensive picture of collaborative teaching
practices in post-pandemic inclusion classrooms.
Another strength of the study was the clear alignment between the theoretical
framework and the analysis of findings. Grunert’s use of Bandura’s self-efficacy theory
provided a strong conceptual lens for interpreting educators’ perceptions of
collaboration. The framework helped explain how teachers’ confidence, beliefs, and
perceived competence influenced their willingness to engage in collaborative teaching
and navigate post-pandemic challenges. By consistently referencing self-efficacy
throughout the discussion, the researcher demonstrated theoretical coherence and
strengthened the study’s contribution to educational research.
Despite these strengths, the study also had several limitations that should be
considered. One limitation was the limited generalizability of the findings. As a
qualitative case study focused on a specific group of educators in New York public
schools, the results may not be applicable to other educational contexts, such as rural
districts, private schools, or international settings. While qualitative research does not
aim for broad generalization, a more diverse participant pool could have enhanced the
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transferability of the findings and provided a wider range of perspectives on
collaborative teaching practices.
Another limitation involved the reliance on self-reported data. Although interviews
and surveys are common and valuable tools in qualitative research, they are subject to
potential biases such as selective memory, social desirability, and personal
interpretation. Participants may have unintentionally emphasized positive aspects of
collaboration or minimized challenges. The study could have been strengthened by
incorporating additional data sources, such as classroom observations, lesson plans, or
co-planning documentation, to provide direct evidence of collaborative teaching
practices and validate participant perceptions.
If the research were to be conducted differently, a mixed-methods approach
could enhance the overall quality and impact of the study. Including quantitative
measures, such as student academic outcomes or behavioral data, could help connect
teacher perceptions with measurable effects of collaborative teaching. Additionally,
expanding the study to include multiple school districts or states would allow for
comparative analysis and increase the study’s relevance to a broader educational
audience. Longitudinal data collection could also provide insight into how collaborative
teaching practices and teacher self-efficacy evolve over time as schools continue to
recover from pandemic-related disruptions.
Overall, Grunert conducted a well-designed and thoughtfully executed qualitative
study that addressed an important and timely issue in education. While there are areas
for improvement, particularly related to data sources and generalizability, the research
demonstrated methodological rigor, strong theoretical alignment, and meaningful
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contributions to the field of inclusive education. The strengths of the study outweigh its
limitations, making it a valuable resource for educators, administrators, and researchers
seeking to understand collaborative teaching in post-pandemic inclusion classrooms.
Personal Analysis and Practical Application
Grunert’s examination of collaborative teaching in post-pandemic inclusion
classrooms provided several meaningful insights that reinforced the importance of
intentional collaboration in meeting diverse student needs. One of the most significant
personal lessons learned from this dissertation was the recognition that collaborative
teaching is not inherently effective simply because two educators share a classroom.
Instead, successful collaboration requires trust, shared responsibility, and consistent
communication. The study highlighted how the pandemic magnified existing challenges
in collaboration, such as time constraints and unclear roles, which prompted reflection
on the need for structured support systems to ensure collaborative teaching is
implemented with fidelity.
Another important takeaway from the study was the role of teacher self-efficacy
in collaborative teaching environments. Grunert’s findings emphasized that educators
who felt supported by their colleagues and administrators demonstrated greater
confidence in their instructional practices. This reinforced the idea that teacher beliefs
and confidence levels directly impact classroom effectiveness and student outcomes.
From a personal perspective, the study underscored the importance of fostering
professional environments where educators feel empowered to collaborate, share
ideas, and take instructional risks without fear of judgment or failure. Building self-
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efficacy through collaboration can lead to more effective instructional strategies and
improved learning experiences for students with disabilities.
The dissertation also highlighted the critical role of administrative leadership in
supporting collaborative teaching models. One of the most practical lessons from the
study was the need for school leaders to prioritize collaboration through intentional
scheduling, professional development, and clear expectations. Without administrative
support, even well-intentioned collaborative teaching efforts can become fragmented or
ineffective. This finding is particularly relevant in post-pandemic educational settings,
where teachers are navigating increased academic and behavioral challenges. School
leaders must recognize that collaborative teaching requires time and resources to be
successful, and they should actively advocate for structures that promote meaningful
collaboration among educators.
In terms of practical application, the findings of this study can be directly applied
to instructional planning and professional development within inclusion classrooms.
Educators can use the study’s insights to advocate for co-planning time, establish clear
roles within collaborative teaching partnerships, and engage in reflective practices that
strengthen teamwork. Professional development opportunities should focus not only on
instructional strategies but also on relationship-building and communication skills that
enhance collaboration. Implementing these practices can improve the effectiveness of
inclusive instruction and better support students with diverse learning needs.
The study also has implications for policy and decision-making within the field of
education. Grunert’s findings align with federal mandates such as the Individuals with
Disabilities Education Act (IDEA), which emphasizes access to inclusive educational
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settings for students with disabilities. By demonstrating the benefits and challenges of
collaborative teaching, the study provides evidence that can inform district-level
decisions regarding staffing, scheduling, and resource allocation. Policymakers and
administrators can use these findings to support inclusive practices that are both
equitable and sustainable in post-pandemic learning environments.
Overall, Grunert’s dissertation contributed valuable insights into the realities of
collaborative teaching in inclusion classrooms after the pandemic. The study
encouraged reflection on personal beliefs about collaboration and highlighted the
necessity of intentional support systems for educators. By applying the lessons learned
from this research, educators and administrators can strengthen collaborative practices,
enhance teacher self-efficacy, and improve educational outcomes for students with
disabilities. The relevance of this work within the field of education is clear, as schools
continue to seek effective strategies for inclusive instruction in an evolving educational
landscape.
REFERENCES
Cunningham, Perry Rudolph, "Biblical Integration in High School Academics" (2025).
Doctoral Dissertations and Projects . 6971.
https://digitalcommons.liberty.edu/doctoral/6971 .
Grunert, Danielle Maria, "A Qualitative Case Study Examining Collaborative Teaching in
Inclusion Classrooms Post-Pandemic" (2023). Doctoral Dissertations and
Projects . 4974. https://digitalcommons.liberty.edu/doctoral/4974 .
