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Dissertation
A Phenomenological Exploration of High School Teachers' Perspectives on Collaboration and Implementation of Practice in the Context of College and Career Readiness Framework
Doctor of Education (Ed.D.), Drexel University
Jun 2021
DOI:
https://doi.org/10.17918/00000422
Abstract
Federal legislation under the Every Student Succeeds Act (ESSA) requires that every student who graduates from high school is college and career ready. Research indicates cross-curricular collaboration among teachers is an integral component of effective college and career readiness programs. Existing research on teacher collaboration focuses on collaboration for the purpose of improving student achievement measured through standardized testing. This research study explored High school teachers' perspectives on collaboration for the purposes of increasing employability skills through technology integration. These employability skills include skills that cannot be measured through standardized testing and other forms of traditional assessments and may include communication, collaboration, and critical thinking and the use of technology. Guided by a constructivist conceptual framework, this phenomenological study explored teachers' perceptions and experiences with teacher collaboration on the integration of non-assessed skills into existing curriculum. The literature on teacher collaboration, teacher resistance to transition, and organizational culture and structure formed the framework for this study on teacher collaboration. Data was gathered using in-depth semi-structured interviews, observations during the interviews, artifact review, and researcher's journal. Data was analyzed to determine emergent trends and themes. The study's results indicated administrative directive and scheduled time are necessary to establish the expectations of teacher work. Without the guidance of administration and intentionally scheduled time, collaboration will not occur regardless of teachers' beliefs about the importance of collaboration. Relationships among teachers and with administration are vital to the success of teacher collaborative experiences, and teachers' integration of non-assessed employability skills into existing curriculum is informed by accountability measures. Recommendations for action include developing a district vision for the integration of employability skills into existing curriculum and supporting teacher collaborative work. This can occur by intentionally scheduling time within the school day for collaborative practices, building instructional leadership capacity in building-level and district administration, and developing building expectations for teacher collaborative practices. Recommendations for future research include exploring the long-term impact of the Covid-19 school closures on teacher collaborative practice and an era of accountability as measured through standardized testing.
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Details
- Title
- A Phenomenological Exploration of High School Teachers' Perspectives on Collaboration and Implementation of Practice in the Context of College and Career Readiness Framework
- Creators
- Kelly Di Pietro-Edwards
- Contributors
- Sheila R. Vaidya (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xii, 128 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991015242079304721