The problem of this study was to determine the effect of a small-study-group method of teaching on the achievement, acquaintance volume, reported problems, and willingness to discuss problems of college students enrolled in Introduction to Psychology classes.

This qualitative study explores the experiences and learning of five new teachers with less than three years in the classroom as they engaged in a study group. This research highlights the ways that participation in a study group enhanced teacher efficacy and supported their retention.The research reveals that power and authority over classroom decisions, lack of support from administration and frustration with autonomy of curriculum issues hindered the development of a positive teacher efficacy. When framed in a more positive light within a study group setting the changes to teacher efficacy enabled the study groupparticipants to be more proactive for their own personal and professional needs.Implications for supporting new teachers through opportunities to participate in a studygroup format are discussed. The result of this work is a contribution to the effects ofteacher efficacy and the power of collaboration in a study group setting for new teachers.

This thesis investigates issues and challenges surrounding the use of teacher study groups as a means of addressing the gap that must be closed between design principles and classroom practices in order to effectively implement an educational innovation. A multiple-case design was used to examine how teachers’ perceived understanding of the Knowledge Building Communities principles changed over time and affected their implementation of the Knowledge Building Communities model—a model that requires student engagement in the collaborative production of ideas that are continually improved by all participants. Knowledge Forum® is an on-line environment designed to support Knowledge Building. Data sources for this study include teacher interviews, transcripts of study group meetings, teachers’ ratings of their perceived understanding of Knowledge Building principles, teacher and student activity in Knowledge Forum, and student interviews. In total this study involved seven teachers and eleven study group meetings across three school sites. Based on work at a site already engaged in Knowledge Building a tentative proposition was developed: discussing Knowledge Building principles increases teachers’ perceived understanding of these principles and contributes to increasingly effective designs for implementing them. This proposition was tested and refined at two additional elementary public schools. Taken together the findings suggest the importance of and difficulties surrounding study groups focused on principle-based approaches to pedagogical change. In particular, the findings point to discussion and active engagement with the principles as a catalyst for change. A data analysis technique was developed to examine the discourse patterns of select episodes of study group meetings. The resulting pattern suggests the principles can frame a study groups’ work and set the groundwork for change through discussion of goals underlying the principles, stories relevant to their implementation, and commitment to ongoing experimentation to address obstacles. Detailed accounts of teacher difficulties and change form the basis of a descriptive model developed to convey how teachers address contextual concerns in their study groups, with elaboration of the types of interactions that help them move to deeper understanding of principles and to more successful implementations of the Knowledge Building Communities model.

This thesis investigates issues and challenges surrounding the use of teacher study groups as a means of addressing the gap that must be closed between design principles and classroom practices in order to effectively implement an educational innovation. A multiple-case design was used to examine how teachers’ perceived understanding of the Knowledge Building Communities principles changed over time and affected their implementation of the Knowledge Building Communities model—a model that requires student engagement in the collaborative production of ideas that are continually improved by all participants. Knowledge Forum® is an on-line environment designed to support Knowledge Building. Data sources for this study include teacher interviews, transcripts of study group meetings, teachers’ ratings of their perceived understanding of Knowledge Building principles, teacher and student activity in Knowledge Forum, and student interviews. In total this study involved seven teachers and eleven study group meetings across three school sites. Based on work at a site already engaged in Knowledge Building a tentative proposition was developed: discussing Knowledge Building principles increases teachers’ perceived understanding of these principles and contributes to increasingly effective designs for implementing them. This proposition was tested and refined at two additional elementary public schools. Taken together the findings suggest the importance of and difficulties surrounding study groups focused on principle-based approaches to pedagogical change. In particular, the findings point to discussion and active engagement with the principles as a catalyst for change. A data analysis technique was developed to examine the discourse patterns of select episodes of study group meetings. The resulting pattern suggests the principles can frame a study groups’ work and set the groundwork for change through discussion of goals underlying the principles, stories relevant to their implementation, and commitment to ongoing experimentation to address obstacles. Detailed accounts of teacher difficulties and change form the basis of a descriptive model developed to convey how teachers address contextual concerns in their study groups, with elaboration of the types of interactions that help them move to deeper understanding of principles and to more successful implementations of the Knowledge Building Communities model.

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Thesis advisor: Robert J. Starratt / This case study examined teacher collaboration and teacher change while in the process of differentiating instruction in the area of mathematics in an elementary school. The project included a two-tier professional development opportunity for the staff. Professional development sessions focusing on specific mathematics skills were offered in lieu of traditional faculty meetings and thirteen, teacher volunteers in grades K-3 participated in bi-monthly study groups. The study describes the journey of the thirteen teachers as they identified successful strategies for differentiating instruction to meet the needs of all learners. The study explored how job-embedded professional development offered teachers the resources and support to meet together during the school day to engage in dialogue about their students' progress, difficulties encountered when teaching specific concepts and skills, and proactively planning in order to differentiate instruction effectively. The study focused on collaboration as a method for learning together in an adult learning environment and improving current teacher practices. The research was qualitative with the school principal as both researcher and participant-observer of the study. Data instruments used for the participants involved in this study were pre- and post-implementation surveys of the entire staff, semi-structured interviews of the thirteen teacher volunteers, observations of meetings, teachers' reflective journals, and field notes. Findings indicated that there was an increase in the teachers' use of differentiated instruction in the area of math. While teachers most often differentiated lessons by ability, teachers experimented with differentiating by interest as well as addressing the students' varying learning styles. In addition, teachers found that the embedded study groups were valuable in helping them to collaborate with their peers and improve their practice in teaching mathematics to all learners. In a profession where continual renewal is necessary, it is essential for educators to be provided with adequate time to review current practices, reflect on the strategies that are most successful, and refine their craft in order to provide opportunities that will maximize student thinking and learning. / Thesis (EdD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

The purpose of this qualitative study was to describe the operation and impact of teacher study groups at one school site throughout a school year. The study was exploratory in nature. The research questions focused on the major factors in the school's external and internal context that impacted the study groups, the typical behaviors and interactions of the study group participants, and the impact of the study groups on the participants, the curriculum, and instruction.

“IF I AM LOSING THEM, I’M GOING TO CHANGE. SO THAT’S WHAT WE DID!”: THIRD GRADE TEACHERS CONTEMPLATE THE LITERACY NEEDS OF DIVERSE STUDENTS WITHIN A TEACHER STUDY GROUP by Megan A. Nason According to Birchak, Connor, Crawford, Kahn, Kaser, Turner, & Short (1998), Fang, Fu, & Lamme (2004), Kennedy & Sheil (2010), and Wiliam (2008), teacher study groups can provide a supportive and collaborative professional development environment. The purpose of this study was to examine the professional development experiences of three third grade teachers working with culturally, linguistically, and economically diverse (CLED) students in a high-needs school as they participated in a teacher study group. The adoption of national standards and pressures for all students to achieve high standardized test scores in math and reading due to Adequate Yearly Progress (AYP) requirements mandated by the No Child Left Behind Act (2001) resulted in increased stress, anxiety, and uncertainty for the teachers participating in this study. The following research questions guided this qualitative, ethnographic case study: (1) In what ways does participation in a teacher study group impact elementary teachers’ knowledge, beliefs, and understandings when teaching culturally, linguistically, and economically diverse students in a high-needs school? (2) In what ways do teachers’ literacy practices shift as a result of engaging in teacher study groups focused on issues related to culturally, linguistically and economically diverse student populations? Bronfenbrenner’s (1979; 1994) ecological models, Vygotsky’s (1978; 1986) sociocultural theory, and Ruddell and Unrau’s (2004) sociocognitive reading model served as theoretical frameworks that informed this naturalistic inquiry. Through constant comparative analysis (Glaser and Strauss, 1967) of data collected through pre- and post-interviews, bi-weekly teacher study group meetings, and classroom observations, the teachers’ knowledge, beliefs, and understandings about how culturally, linguistically, and economically diverse (CLED) students learn and develop literacy skills were explored. The findings of this study demonstrate how teacher study groups can provide teachers with a safe space to build trusting relationships so that they can discuss school and classroom-related uncertainties, vulnerabilities, frustrations and successes. Shifts in enacted curriculum, instruction, and beliefs occurred as the teachers in this study attempted to negotiate their beliefs about how CLED children learn through engaging in conversations related to integrated curriculum, higher-order thinking, inquiry-based learning, literacy instruction, literacy development, and the diverse needs of their students.

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Engagement with global children's literature is an effective way to introduce multiple perspectives into the classroom dialogue. Yet teachers are often unfamiliar with ways of helping students understand diverse cultural practices and beliefs. The result is that global children's literature continues to be an underused resource. This action research study looked at 25 highly diverse educator study groups as they used global literature with pre-K - 12 students. The goal was to support the development of intercultural understanding. The study groups received $1,000 grants from Worlds of Words (wowlit.org) to fund their yearlong inquiry. The groups met face-to-face throughout the year to reflect on the interactions taking place in their classrooms. All groups met online on a members-only site. Data collected included proposals, reports, teacher vignettes, and interviews. The data was used to document range of study group structures and interactions with global literature. The study groups and online forum were supported by a grant from the Longview Foundation. Through constant comparative analysis, new transformative understandings were identified. Key elements in the development of intercultural understanding included open inquiry, recognition of complexity and multiple perspectives, thinking about culture at a conceptual level, and engaging in open dialogue. Teachers reported an increased understanding of their competence as professionals, their student's competence as problem-posers and thinkers, and the parents' competence as important contributors to intercultural understanding. The study concludes with implications for practitioners wanting to engage in classroom inquiries using global literature to support developing intercultural understanding. A second set of implications suggests ways in which the study group process can be made more effective. New questions are proposed for future research related to the use of global literature in various contexts, including classrooms, online professional development, and libraries.