Dissertation
Growth in practice: measuring change in teachers' instructional practice, knowledge, and buy-in following participation in professional development on the instructional model of intentional grouping
Doctor of Education (Ed.D.), Drexel University
18 Jun 2020
DOI:
https://doi.org/10.17918/00000146
Abstract
Personalizing instruction, by taking individual student strengths and weaknesses into consideration, should contribute to stronger mathematics achievement for children overall (Connor, Mazzocco, Kurz, Crowe, Tighe, Wood, & Morrison, 2018). Even in the early elementary (first-grade through fourth-grade) classroom, assessment in mathematics can be targeted and meaningful, and has the ability to further the instructional practices of teachers by supplying vital information on student strengths and weaknesses. Once teachers have individualized information on their students' related to their mathematics learning, they will be able to develop the appropriate instructional strategies and models to differentiate the learning for each child. One of these appropriate instructional models is known as "Intentional Grouping." Intentional Grouping (IG) is the purposeful blending of teacher-directed and student-centered instructional strategies in which the teacher purposefully groups students based on data, and instructs the students in a small-group setting based on their learning needs in a continuous cycle of assessment and response. This differentiation gives children a solid foundation on which to build, ensuring success for all (Richardson, 2012, p. xvi). Providing professional development to teachers on any instructional initiative, in this case IG, is vital to the success of the initiative (Cormas & Barufaldi, 2007). Understanding the extent to which teacher instructional practice and mindset change during and after participation in professional development is important when studying the implementation of instructional initiatives. This study examined the extent to which first-grade through fourth-grade grade teachers' instructional practices changed during and after participating in a professional development series on "Intentional Grouping in Mathematics," while also examining the extent to which their beliefs about mathematics instruction changed (referred to as "buy-in"), as well as examining the rate of retention of key concepts presented during the professional development series.
Metrics
67 File views/ downloads
57 Record Views
Details
- Title
- Growth in practice
- Creators
- Heidi A. Rochlin
- Contributors
- Fredricka K. Reisman (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- x, 103 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991014695236404721