The instructional practice selection process as perceived by communication arts teachers in Missouri public middle schools
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] This qualitative study described IPs of Missouri communication arts teachers in public middle schools and their IP selection process. The IP descriptions and selection processes were analyzed and reported with regard to commonalities. Additionally, the teacher selected IPs were compared to the effective practices identified by Marzano et al. (2001). In the teachers' own words, they described their experiences learning, selecting and using IPs. The analysis of the data indicated common factors teachers used when selecting IPs. When selecting IPs, teachers considered their students (interests, aptitudes, etc.), felt they needed to display a positive attitude toward IPs, acquired IP expertise, obtained support for IP usage, and often felt there was not enough time to learn and acquire the expertise they felt they needed. Further analysis of the findings demonstrated the following four components. First, all ten interviewed teachers felt under prepared to teach as they lacked information about IPs and how to make decisions about which practices to use. Second, there seemed to be no step by step decision-making process followed. Third, IP selection seemed to mostly focus on gaining information about the practices and then using the practice in the classroom to see if it worked. The process was very much a trial and error process. Fourth, when teachers were involved in a time crunch, they would often inform or tell the students the knowledge they needed to know.
Access is limited to the campus of the University of Missouri--Columbia.