NotesFAQContact Us
Search Tips
ERIC Number: ED556430
Record Type: Non-Journal
Publication Date: 2010
Pages: 110
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3036-1472-9
The Classroom Walkthrough: Teachers' Perceptions of the Key Elements and the Impact upon Instructional Practices
Stone, Christopher W.
ProQuest LLC, Ph.D. Dissertation, Robert Morris University
The purpose of this qualitative study was to examine teachers' perceptions of key elements of the classroom walkthrough and the impact they had upon classroom instructional practices. The goal was to explore and identify the key facets of the classroom walkthrough as determined by teachers who had been observed and supervised with this particular methodology. The four research questions explored the teachers' perceptions and feelings of how walkthroughs impacted and encouraged certain behaviors. Participants were selected because of their experience being observed and supervised by their principal who utilized traditional walkthrough protocol which included frequent visits to the classrooms, providing relevant feedback, and encouraging self-reflection. The method of data collection was face-to-face semi-structured interviews facilitated by the researcher. The participants' interviews were transcribed by the researcher and data analysis was used to identify agreement, secondary, and personal themes in the participants' responses. The findings of this study indicated teachers perceive key elements of the classroom walkthrough as the following: self-reflection, regular dialogue with principals concerning curriculum and instruction, established look-fors, principal visibility in classrooms, and principals' relevant feedback regarding teachers' instructional practices. In addition, teachers indicated walkthroughs did impact instructional practices because of established instructional look-fors and personal reflection connected to pedagogy. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A