This is a single-case qualitative study in which the eMINTS (enhancing Missouri's Instructional Networked Teaching Strategies) model of student-centered learning was examined and participants were surveyed, observed, and interviewed to gain a better understanding of why the model was not fully implemented within a single school district.
Analysis of the data resulted in the development of six themes: (a) time, (b) additional support, (c) pressure of MAP (Missouri Assessment Program), (d) technology woes, (e) pressure from administration, and (f) teaching philosophies. Conclusions of the study included the following: While the eMINTS model of professional development was an adequate training model, it lacked ongoing sustainability because of a lack of time for preparation and implementation and the pressures of MAP. Additionally, frustrations with non-functional technology and pressures from the administrative staff provided reasons for not using the model as taught during the professional development. Finally, teaching philosophies impeded the full use of the eMINTS model.
Recommendations for the study were made for current eMINTS graduates, for future eMINTS participants, and for further research. One included providing additional support to eMINTS graduates through refresher workshops and the instructional specialist. Another recommendation was to closely work with the IT department to ensure technology is working appropriately. Next, the recommendation was to provide more professional development to the administrators on the eMINTS model so that they can provide better support to classroom teachers. Finally, it was recommended that the district postpone eMINTS professional development until after the teacher has completed the second year of employment.
|Commitee:||Beglau, Monica, Morris, Doug|
|School:||Missouri Baptist University|
|School Location:||United States -- Missouri|
|Source:||DAI-A 73/05, Dissertation Abstracts International|
|Subjects:||Instructional Design, Teacher education, Educational technology|
|Keywords:||Inquiry-based learning, Project-based learning, Student-centered learning, Technology|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be