Teachers are expected by the State of Minnesota to employ effective practice instructional strategies in the classroom, and this study confirms this use by gathering first-hand knowledge from public secondary teachers. The results of this study impact teacher preparation programs, advanced teacher degree programs, and teacher professional development. Study results are limited by self-reported data and self-selection bias. Two hundred sixteen teachers completed an online survey with 33 Likert-style questions about the perceived frequency use of effective practice instructional strategies which were correlated to the Minnesota Administrative Rule relating to Standards of Effective Practice for Teachers (2009). A Chi-square analysis indicated probable relationships between categorical data (teacher content area, year teaching experience, and level of education) and perception of effective practice instructional strategy frequency implementation. Suggestions for future research include exploration of the individual instrument domains as well as applications to other teacher content areas, grade levels, and states.
|Advisor:||Feder-Lewis, Sonia N.|
|Commitee:||Germundsen, Richard, Kotz, Paul E., Pye, Yvette L.|
|School:||Saint Mary's University of Minnesota|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 77/11(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Secondary education|
|Keywords:||Best practices, Effective practice, Instructional strategies, Instrument creation, Theory practice gap|
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