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ERIC Number: ED523807
Record Type: Non-Journal
Publication Date: 2010
Pages: 150
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1244-0771-5
Two Teachers' Thoughtful Adaptations during Planning and Instruction and the Relationship to Student Agency & Teacher Visioning
Vaughn, Margaret
ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Greensboro
Despite the appealing and intuitive nature of the writings about thoughtfully adaptive teaching, no one has systematically collected empirical evidence to support such claims (Duffy, Miller, Kear, Parsons, Davis, & Williams, 2008). In response to this need, the current study focused on planning as well as on-the-fly adaptations, included a student outcome measure and examined high potential teachers, within a district with less emphasis on accountability outcomes. When compared to previous studies, teachers in this study thoughtfully adapted three to four more times while on-the-fly. Moreover, they adapted during planning but at a far less frequent rate. Minimal evidence was found for the influence of visioning and no evidence was found for the connection between thoughtful adaptations and student agency. This study's findings suggest the need for future research to look at the connections between teachers' adaptations and various student outcome measures. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A