A Narratological Heuristic Case Study of Teachers Teaching in a Blended Learning Classroom Environment
Abstract
The purpose of this narratological heuristic multiple case study is to describe the
specific components that teachers need in both their knowledge and skills to meet the
individual needs of their students in a blended learning classroom. The study was
conducted in six schools—elementary, middle, and high schools-- located in a suburban
district. Data were collected through semi-structured teacher interviews, classroom
observations, and a written narrative created by the participants. For this study, analysis
methods involved application of the six phases of heuristic analysis and narrative
analysis. Findings revealed the extent to which teachers implemented blended learning in
their classrooms and the support they continue to need. Five themes were identified in the
data: instructional format, differentiated instruction, data driven instruction, relationships,
and professional learning. For the most part, participants were silent about the needs of
diverse learners as they address the elements of blended learning. Findings suggested
more professional development to address the needs of culturally diverse learners.
Table of Contents
Introduction -- Review of theories -- Review of literature -- Methodology -- Findings -- Reflections, recommendations, and conclusions -- Appendix A. Interview protocol -- Appendix B. Observation protocol -- Appendix C. Elementary and Secondary educational Act: definition of professional learning -- Appendix D. Consent for participation in research study
Degree
Ed.D.