The purpose of this qualitative hermeneutic phenomenological study was to explore lived experiences of 8 North Carolina secondary teachers who received professional development and implemented concept-based instruction (CBI). Guided by adult learning theories including andragogy, transformational learning, and constructivist theory, interview questions addressed adults as self-directed learners who integrate learning as needed in daily situations, adults who reflect on personal perspectives to overcome misconceptions and institutional change as a result of a shift in beliefs, and adults who gain knowledge by making sense of new learning through individual experiences. The study reveals (a) teachers’ perceptions of the adequacy of professional development, (b) teachers’ self-assessments of progress in implementing CBI, (c) teachers’ perceptions of consistency in implementation across classrooms, and (d) supports and barriers that influenced the implementation of CBI. Study participants recognized CBI as the basis for the organization and structure of the units and lessons used to promote student engagement and understanding around concepts. The study findings indicate the degree of implementation of CBI depends on individual understanding and the level of priority to use CBI recognized by school leadership. Recommendations directed toward educational leaders encourage the organization of a comprehensive professional development design to include administrative support of teacher implementation of new instructional strategies.
|Advisor:||Goss, Douglas Anthony|
|Commitee:||Griffiths-Prince, Marcia, Haas, Carolyn Parker|
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 76/05(E), Dissertation Abstracts International|
|Subjects:||Instructional Design, Educational leadership, Pedagogy|
|Keywords:||Concept-based instruction, Implementation of instructional practice, Instructional leaders, Professional development, Qualitative phenomenology|
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