Dissertation/Thesis Abstract

An exploratory study of teachers' perceptions of a discontinued direct instruction program
by Boyd, Robert James, III, Ed.D., Pepperdine University, 2016, 123; 10128146
Abstract (Summary)

In the summer of 2011, the Studied School District (pseudonym) initiated teacher-training on the Focused Adaptable Structure Teaching (FAST) framework, a Direct Instruction model. RISE Educational Services provided the training and additional coaching continuously until the Spring of 2014. During this period of over 2 years, the FAST framework was the standard practice for delivering instruction in the Studied School District.

The purpose of this qualitative exploratory study was multi-faceted: (a) to gather recollections of implementation of the FAST framework from teachers who experienced it as a discontinued school reform measure, (b) to have these teachers describe their own practices and perceptions of their peers’ practices during implementation of the FAST framework in order to assess Fidelity of Implementation (FOI), (c) to have these teachers describe the framework’s influence on their beliefs about teaching and learning, and (d) to have these teachers describe the framework’s influence on their current instructional practices.

Data for this exploratory research study were collected via semi-structured interactive interviews. The 10 participants were generated from a pool of teachers who were employed in the Studied School District at the time of training and implementation who were able to provide recollections of the experience from a practitioner’s perspective. The interviews consisted of four prepared interview questions combined with unplanned clarifying questions that allowed for deeper reflection and analysis from the participants.

After a review and analysis of the findings and conclusions, two recommendations were produced from the study. First, when implementing new instructional programs, school districts should provide extensive introductory training prior to assigning teachers the task of putting the program into practice. The second recommendation is for the supervisors of instruction to ensure the expectations of implementation are communicated clearly and consistently at the district level and school sites.

Indexing (document details)
Advisor: Barner, Robert R.
Commitee: Ike, Bonn, Mills-Buffehr, Joan
School: Pepperdine University
Department: Education
School Location: United States -- California
Source: DAI-A 77/10(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational evaluation, Educational leadership, Education Policy, Teacher education
Keywords: Direct instruction, Fidelity of implementation, Program theory, School reform
Publication Number: 10128146
ISBN: 978-1-339-86175-3
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest