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Differentiated Teacher Perceptions Of Instructional Walks: A Comparative Phenomenological Study

Quattrone, Tracy A
http://rave.ohiolink.edu/etdc/view?acc_num=xavier1493227926028171

Abstract Details

2017, Doctor of Education (Ed.D.) in Leadership Studies, Xavier University, Leadership Studies and Human Resource Development.
The purpose of this exploratory phenomenological study is to capture the lived experience of high school teachers participating in instructional walks. The study also seeks to explore if the experience of these teachers is differentiated based on the type of instructional walk format: Learning Walks (principal), Instructional Rounds (colleague), and/or Evaluative Walk-throughs (supervisor), or the individual conducting the observation. The goal of this comparative phenomenological study is to explore the overall experience of an instructional walk from the perspective of receiving educators. Specifically, the study seeks to describe teachers’ reflections about instructional walks as a holistic experience. The guiding research question asks: What is the sense of lived experience reported by high school teachers who have been recipients of instructional walks during the past two academic school years?. Data collection and analysis are structured to focus discretely on three phases of the experience: planning (preparation), acting (observation), and reflecting (retrospection). Through semi-structured interviews the utility high school teachers place on instructional walks as a means for continuous improvement of the teaching craft was captured. Findings are reported in terms of three overarching themes that emerged from analysis. Teachers who participated in this study recalled a range of experiences under the themes of feelings of anticipation/apprehension and varying feelings of control, while also reflecting a variety of experiences relating to the lack of utility of the instructional walk as a continuous improvement strategy. Teachers express a desire to be more actively involved in the design and implementation of instructional walks.
Gail F. Latta, Ph..D. (Committee Chair)
188 p.
Educational Evaluation; Educational Leadership
Instructional Walks; Instructional Rounds; Learning Walks; Evaluative Walk-throughs; Teacher Perception; Continuous Improvement

Recommended Citations

Citations

  • Quattrone, T. A. (2017). Differentiated Teacher Perceptions Of Instructional Walks: A Comparative Phenomenological Study [Doctoral dissertation, Xavier University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1493227926028171

    APA Style (7th edition)

  • Quattrone, Tracy. Differentiated Teacher Perceptions Of Instructional Walks: A Comparative Phenomenological Study . 2017. Xavier University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=xavier1493227926028171.

    MLA Style (8th edition)

  • Quattrone, Tracy. "Differentiated Teacher Perceptions Of Instructional Walks: A Comparative Phenomenological Study ." Doctoral dissertation, Xavier University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1493227926028171

    Chicago Manual of Style (17th edition)

xavier1493227926028171
344
© 2017, all rights reserved.
This open access ETD is published by Xavier University Leadership Studies and Human Resource Development and OhioLINK.