Abstract
This was a modified integrated mixed methods study of teachers’ perceptions of factors that influence transfer of research-based teaching strategies into classroom practice. Participants were made up of 66 respondents to a researcher made survey, “Survey of Teacher Attitudes toward Change and Classroom Implementation of Research–Based Strategies”. Respondents were divided into two groups based on participation in Louisiana Systemic Initiatives Programs (LaSIP): LaSIP, N= 39 and Non-LaSIP, N= 27.
Answers to five research questions were based on analysis of quantitative data from a survey, recorded on a five-point Likert scale and qualitative data from analyses of transcripts of three personal interviews, two focus group discussions and five short-answer questions on the survey. SPSS software version 9 and Atlas.ti version 7 were used in quantitative and qualitative analyses, respectively.
Concurrent quantitative and qualitative strands of data were integrated throughout the study. Findings from quantitative data included the following: (1) Teacher perceptions of features of the LaSIP were predictive of reported frequency of use of research-based teaching strategies (RBTS); (2) Reported frequency of use of RBTS was not significantly different in LaSIP versus non-LaSIP teachers, except in reported use of alternative assessments. (3) Both LaSIP and non-LaSIP teachers indicated that implementation of RBTS increased student achievement (4) LaSIP teachers identified factors such as opportunity to collaborate with colleagues, time to acquire content knowledge, practice with material and supplies as features of the LaSIP that influenced implementation of RBTS. (5) Perceived barriers to implementation of RBTS included lack of equipment and lack of teacher input into planning of professional development. and modeling of RBTS as factors that positively influence classroom implementation.
Analyses of qualitative data supported many of the findings due to quantitative analyses. Additionally, qualitative data provided more in-depth information concerning teacher perceptions of barriers to implementation such as lack of teacher input into planning and implementation of professional development, and lack of time for in-depth learning during professional development activities.
Key Words: Teacher Professional Development, Research-based Teaching Strategies, Classroom Implementation, Science Pedagogy, Mixed Methods, Student Achievement
| Identifer | oai:union.ndltd.org:uno.edu/oai:scholarworks.uno.edu:td-2838 |
| Date | 16 May 2014 |
| Creators | Felton, Norma D |
| Publisher | ScholarWorks@UNO |
| Source Sets | University of New Orleans |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | University of New Orleans Theses and Dissertations |
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