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ERIC Number: ED553485
Record Type: Non-Journal
Publication Date: 2013
Pages: 157
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-7209-3
Classroom Walkthroughs: Does Such an Approach to Supervision Contribute to District Improvement?
Fields, Cary
ProQuest LLC, Ed.D. Dissertation, College of Saint Elizabeth
The purpose of this study was to examine what types of data collection currently exist and what kind of information should be provided through a walkthrough observation process that attempts to enhance teaching practice, contribute to student learning and assist a district's overall improvement planning. In fulfilling this purpose the following research questions guided the study: (1) What is the quality of the feedback currently provided to teachers in relation to instructional strategies to enhance teaching practice? (2) What are the perceptions about how classroom walkthrough data should be collected and communicated to teachers so that the information might help contribute to student achievement? (3)What types of classroom walkthrough data should be collected that would assist teachers and school leaders in their overall improvement planning processes? This study utilized qualitative and quantitative data sources. Quantitative research data was collected through an online teacher survey. Qualitative research data was collected through in-depth interviews with the superintendent of schools, director of curriculum, district supervisors, building principals, middle school and high school vice principals, middle and high school teachers and a teacher focus group interview. A combination of both methods was used to ensure a greater understanding of the research problem and to sufficiently inform the research questions. The essential finding of this study revealed that classroom walkthroughs, if used correctly, were a meaningful component of the district's evaluation system. This outcome was apparent in all aspects of the data collection process. Teachers at the grade levels studied, grades 7-12, indicated that classroom walkthroughs could contribute to teacher effectiveness, student achievement, professional development and the overall improvement of the school. The workload of the administrator greatly contributed to the depth and frequency of feedback provided to teachers. [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