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ERIC Number: ED528783
Record Type: Non-Journal
Publication Date: 2011
Pages: 176
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1246-1826-5
ISSN: N/A
Teachers' Implementation of Instructional Strategies: Frequencies, Views on Importance, Inhibiting Factors, and Relationship to Student Achievement
Williams, Alice
ProQuest LLC, Ed.D. Dissertation, Northcentral University
The achievement gap among students in the United States is widespread, as attested to by state-mandated test scores. In New York State school districts, achievement has been mixed. In 2007, in a high-achieving district, 94.9% of fourth-grade students met or surpassed the minimum standards in the fourth-grade English Language Arts test, compared to 31.7% of fourth-grade students in a low-achieving district. Studies have documented the effectiveness of research-based instructional strategies on student academic improvement, but little research exists on comparing the implementation of research-based instructional strategies in high-achieving and low-achieving school districts. This quantitative nonexperimental study investigated both a high-achieving and a low-achieving district in New York State. Seventy-one out of 80 teachers responded: 37 of 45 from District A, high achieving, and 34 of 35 from District B, low achieving, revealing their frequencies of implementation of nine specific research-based instructional strategies, views on the strategies' importance, and perceptions of the importance of inhibiting factors to implementation. Data from three researcher-designed instruments (Cronbach's alphas .82-.86) were analyzed. Descriptive results indicated similarities for teachers in both districts on implementation, views of importance, and perceptions of inhibiting factors. Inferential results indicated significant differences for frequencies of implementation on two of the nine specific strategies, summarizing and note taking (t = 2.81, p less than 0.01) and cooperative learning (t = 3.05, p less than 0.01). No significant differences were found for teachers' views on the strategies' importance and perceptions of inhibiting factors. It was concluded no significant differences exist between teachers in high-achieving and low-achieving districts with regard to frequencies and importance of implementation and perceptions of inhibiting factors. Recommended future research includes replication with larger samples in other geographic areas and grade levels, longitudinal studies, and exploration of additional variables and instructional strategies for high-achieving and low-achieving districts to help close the student achievement gap. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York