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ERIC Number: ED551704
Record Type: Non-Journal
Publication Date: 2012
Pages: 128
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-2032-7
ISSN: N/A
A Study of the Use of the Three-Minute Classrooom Walk-Through Observation Method for Determining the Implementation of New Instructional Strategies
Notgrass, Patty J.
ProQuest LLC, Ed.D. Dissertation, Dallas Baptist University
Principals are responsible for ensuring the effectiveness of the instructional programs, including staff development, on their campuses. Instructional leaders must utilize practices that allow them to fulfill this responsibility. This qualitative, collective case study examined the effectiveness of the three-minute classroom walk-through observation method for determining the implementation of newly learned instructional strategies by exploring the perceptions of 12 principals and 12 teachers working in a large, urban school district. Three types of data-observation data cards, post-observation conversation forms, and principal and teacher interview transcripts-were used to analyze the perceptions of the 24 participants about the three-minute classroom walk-through process. NVivo software was utilized to query data to identify reoccurring patterns and themes to determine: (1) How do principals and teachers evaluate the three-minute classroom walk-through observation method as a viable tool to determine how well new strategies have been implemented, (2) How the follow-up teacher/principal conversation(s) strengthen the implementation of the new learned strategies, and (3) How does the data triangulate to enhance confidence in the ensuing findings about the three-three- minute classroom walk-through observation method. This study found that the principals perceived the process to be a viable tool to use to determine staff development implementation. It also found that both principals and teachers perceived that the process allowed the principal to determine how well newly learned strategies were implemented and that those strategies were strengthened as a result of the process, and both perceived that the process allowed the principals to provide feedback to the teachers. The teachers perceived that they became better teachers as a result of their experience with the process. Limitations to the study resulting from the characteristics of the participants and the limits of the staff development strategies observed and recommendations for further research using other levels of principals and other types of staff development strategies were discussed. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A