The purpose of this study was to investigate the link between interesting, purposeful work and positive classroom behavior. The backward design model proposed by Grant Wiggins and Jay McTighe was the foundation for establishing interesting, purposeful work. Their curriculum and instruction model termed Backward Design is a three-stage approach to curriculum design consisting of determining the desired results, acceptable evidence, and the instruction to bring about the desired results.
In the review of literature, the researcher was unable to find a study specifically investigating the relationship between classroom behavior, classroom management, and the employment of backward-designed curriculum and instruction. However, the researcher did find evidence of the positive relationship between specific elements within the backward design model and positive classroom behaviors. These elements included curriculum aligned with standards, formative and summative assessment, motivation, and understanding.
This study's intent was to provide a tool to aid teachers in their instruction and therefore, their classroom management. The effectiveness of using the backward design model as a strategy to increase positive classroom behavior was based upon teacher perceptions of the impact of backward design on classroom student behavior as recorded on one on-line survey and an accompanying questionnaire. The survey asked 13 teachers to rate their beliefs as to the effectiveness of backward-designed curriculum in promoting positive student behavior and classroom management. The purpose of the questionnaire was to encourage teachers to explain backward design in their own words, how they employed it, and how it impacted their students' learning. In eight of ten survey statements, classroom teachers trained in a backward design model of curriculum and instruction who implemented this model in their classroom lessons verified a measurable increase in positive, on-task behaviors including, but not limited to, student attention, participation, and on-topic responding. Responses also indicated that participants felt comfortable using the backward design model and that they planned on increasing its use in designing their lessons.
Because of the small scope of the study, 13 classroom teachers, its finding may not be replicable. Therefore, further study investigating the link between backward design and classroom management is warranted.
|Commitee:||Kania-Gosche, Beth, Wisdom, Sherrie|
|School Location:||United States -- Missouri|
|Source:||DAI-A 73/02, Dissertation Abstracts International|
|Subjects:||Educational evaluation, Curriculum development|
|Keywords:||Backward-designed curriculum, Classroom management, Formative assessment, Positive classroom behavior, Summative assessment|
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