In the field of education, a theory-practice gap occurs when research is not applied with fidelity by practicing teachers in the classroom (Ford, 2018). Student achievement is negatively impacted when teachers do not implement research-based practices consistently (Stronge, 2018). This study involved an investigation into teacher perceptions of research-based instructional strategies as a possible cause of the theory-practice gap in education. Data were collected through a mixed-methods study involving an online survey and teacher focus group interviews. The online survey was used to measure teachers��� accuracy identifying the impact level of selected research-based instructional strategies from Hattie���s (2009) meta-analysis. Survey data revealed teachers were not able to identify impact levels with a high level of accuracy. Data from focus group interviews revealed teacher perceptions concerning confidence using research-based instructional strategies, the frequency with which strategies are used in the classroom, preparation from teacher education programs, and district-provided professional development. The data revealed a majority of teachers do not feel prepared or confident identifying research-based instructional strategies and knowing the impact of strategies on student achievement. A concentrated and systematic focus by school districts to provide ongoing professional learning is crucial for teachers to better understand the impact of research-based strategies on student achievement.
|Commitee:||DeVore, Sherry, Grover, Kathy|
|School Location:||United States -- Missouri|
|Source:||DAI-A 81/7(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Teacher education|
|Keywords:||Instructional strategies, Professional learning, Research-based strategies, Student achievement|
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