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ERIC Number: ED546317
Record Type: Non-Journal
Publication Date: 2012
Pages: 373
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2676-2681-3
Investigating a Systematic Process to Develop Teacher Expertise: A Comparative Case Study
Mielke, Paul George
ProQuest LLC, Ph.D. Dissertation, Cardinal Stritch University
There is little evidence that traditional clinical supervision models improve teaching practice (Donaldson, 2009; Schmoker, 1992). However, the use of video (Brophy, 2004; King, 2011; Marshall, 2002; Sherin and Van Es 2009) and reflective peer observation (Cosh, 1999) coupled with a research based teaching framework (Danielson, 1996; Marzano, 2007, 2010) in conjunction with structured reflection, may be used to generate specific, timely feedback. This feedback informs and improves teaching by helping teachers become self-directed through improved metacognition. Defining a process that maximizes these methods may improve teaching practices. The purpose of this qualitative research study was to discover and describe the impact of a potential teacher supervision and evaluation process that focuses on developing self-directed teachers. The research question guiding this study was: How does a comprehensive teaching framework, combined with self-video analysis and reflective peer observations, impact metacognition and the development of teacher expertise? Methods used to gather data were interviews, document analysis and focus groups. This study used a comparative case study with a qualitative approach. Fifteen teachers were divided into two separate cohorts. The cohorts utilized a comprehensive teaching framework, video analysis, reflective peer observations and written reflections with the goal of improving teacher expertise. One cohort utilized the Danielson Framework for Teaching while the second cohort utilized The Marzano Observation Protocol. The constant-comparison method of data analysis suggest: (1) using a comprehensive framework had multiple benefits for teachers, (2) teachers improved their ability to become self-directed, (3) greater specificity of the Marzano comprehensive teaching framework more positively impacted the ability of teachers to monitor and modify their teaching, (4) a limited focus on improving specific behaviors positively impacted teachers, (5) a structured process for obtaining feedback, reflecting, and peer sharing positively impacted teacher growth. Implications of the research maintain that: (1) schools should utilize comprehensive teaching frameworks, (2) a supervision process that empowers teachers to develop expertise through self-video analysis, peer observation and structured self-reflection should be considered, (3) schools should provide teachers with the structure, framework, and tools to become self-directed, (4) the concept of deliberate practice should be a central component to improve teaching. [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