dc.contributor.advisor | Caruthers, Loyce Ellenor, 1947- | |
dc.contributor.author | Thies, Philip Andrew | |
dc.date.issued | 2017 | |
dc.date.submitted | 2017 Fall | |
dc.description | Title from PDF of title page, viewed January 3, 2018 | |
dc.description | Dissertation advisor: Loyce Caruthers | |
dc.description | Vita | |
dc.description | Includes bibliographical references (pages 231-282) | |
dc.description | Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2017 | |
dc.description.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. | eng |
dc.description.tableofcontents | 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 | |
dc.format.extent | viii, 283 pages | |
dc.identifier.uri | https://hdl.handle.net/10355/62416 | |
dc.publisher | University of Missouri--Kansas City | eng |
dc.subject.lcsh | Blended learning | |
dc.subject.lcsh | Blended learning -- Case studies | |
dc.subject.lcsh | High school teachers -- Attitudes | |
dc.subject.lcsh | Elementary school teachers -- Attitudes | |
dc.subject.lcsh | Middle school teachers -- Attitudes | |
dc.subject.other | Dissertation -- University of Missouri--Kansas City -- Education | |
dc.title | A Narratological Heuristic Case Study of Teachers Teaching in a Blended Learning Classroom Environment | eng |
dc.type | Thesis | eng |
thesis.degree.discipline | Education (UMKC) | |
thesis.degree.grantor | University of Missouri--Kansas City | |
thesis.degree.level | Doctoral | |
thesis.degree.name | Ed.D. | |