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ERIC Number: ED515150
Record Type: Non-Journal
Publication Date: 2009
Pages: 259
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1096-7533-7
A Descriptive Analysis of Knowledge and Implementation of 21st Century Instructional Practices among Elementary School Teachers Whose Administrators Participated in the 2006-2007 21st Century Leadership Institute
Samples, Elisabeth Michelle
ProQuest LLC, Ed.D. Dissertation, Marshall University
The purpose of this study was to describe levels of knowledge and implementation of 21st century instructional practices among elementary school teachers whose administrators participated in the 2006-2007 21st Century Leadership Institute. A researcher-developed survey was used to collect data from 242 elementary teachers from 22 West Virginia schools. Teachers reported high or moderate knowledge and indicated they were implementing a majority of the 21st century instructional practices on a daily or weekly basis. Teacher knowledge of practices was significantly different based on school SES. Teacher implementation levels were not significantly different based on the variables investigated. The principal was determined to be the most significant influence on teacher knowledge and implementation levels. Lack of time, resources, and training were the biggest challenges to successful implementation of 21st century practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: West Virginia