A Multiple Case Study of Two Teachers' Instructional Adaptations

Autor/inn/en	Parsons, Seth A.; Vaughn, Margaret
Titel	A Multiple Case Study of Two Teachers' Instructional Adaptations
Quelle	In: Alberta Journal of Educational Research, 59 (2013) 2, S.299-318 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Case Studies; Teaching Styles; Preschool Teachers; Elementary School Teachers; Kindergarten; Grade 6; Interviews; Classroom Techniques; Metacognition; Instructional Innovation; Educational Practices; Decision Making; Observation; Faculty Development + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Lehrstil; Unterrichtsstil; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 06; 6. Schuljahr; Schuljahr 06; Interviewing; Interviewtechnik; Klassenführung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Educational Innovation; Bildungsinnovation; Bildungspraxis; Decision-making; Entscheidungsfindung; Beobachtung
Abstract	Scholars contend that effective teachers adapt their instruction to meet the particular needs of each student. However, little research has studied the ways in which teachers adapt their instruction or their reflections on these adaptations. This article describes a yearlong multiple case study focused on two teachers from different contexts: a Kindergarten teacher in a rural school in the Pacific Northwest region of the United States and a sixth-grade teacher in a suburban school in the Mid-Atlantic region of the United States. This research replicates previous studies of adaptive teaching. Two researchers used classroom observations, post-observation interviews, and artefacts to document these teachers' instructional adaptations and their reflections on these adaptations. Findings demonstrate the complexity of classroom instruction and the metacognitive processes teachers need to succeed in this complex environment. This study has implications for policy, teacher education, and professional development. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://ajer.synergiesprairies.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10