A Case Study Examining How School Leaders Support Schoolwide Implementation of Problem-Based Learning in a Comprehensive Public High School

Autor/in	Callison, Matthew
Titel	A Case Study Examining How School Leaders Support Schoolwide Implementation of Problem-Based Learning in a Comprehensive Public High School
Quelle	(2017), (221 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-0831-7
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Problem Based Learning; Public Schools; Curriculum Implementation; Secondary School Teachers; High Schools; Curriculum Design; Partnerships in Education; Expertise; Beginning Teachers; Faculty Development; Research Methodology; Qualitative Research; Instructional Leadership; Transitional Programs; School Culture; Teacher Collaboration; Semi Structured Interviews; Focus Groups + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Problem-based learning; Problemorientiertes Lernen; Public school; Öffentliche Schule; High school; Oberschule; Lehrplangestaltung; Hochschulpartnerschaft; Expert appraisal; Junior teacher; Junglehrer; Research method; Forschungsmethode; Qualitative Forschung; Instruction; Leadership; Bildung; Erziehung; Führung; Schulkultur; Schulleben; Lehrerkooperation
Abstract	A critical step in addressing a call for schools to use curricula such as problem-based learning (PBL) is developing an understanding of how school leaders can support its implementation. The purpose of this study was to examine ways school leaders at a comprehensive, public high school provided supports to teachers as they implemented this student-centered instructional approach school-wide. A single case design was used to investigate the supports the school leaders at a comprehensive, public high school serving a diverse group of students used to facilitate school-wide implementation of PBL. Data collection took place during three site visits totaling seven weeks over the course of a school year. Data sources included semi-structured interviews, focus groups, relevant documents (e.g. meeting agendas, professional development plans) and artifacts (e.g., meeting notes, work products). Data was analyzed using thematic analysis. The first research question addressed the supports implemented by the principal to facilitate the transition to PBL. Findings indicated that principal provided supports connected to seven domains: Alignment and Coherence; Capacity Development; Culture; Curriculum, Instruction, and Assessment; Data-Informed Decisions; Relationships and Strategic Partnerships, and; Resource Management. The second question addressed the teacher and teacher leaders' perspective on the supports provided. Findings suggested that supports related to: (a) the development of a PBL framework used in the design, implementation, and evaluation of problem-based curriculum; (b) ongoing, teacher-led professional learning focused on the PBL framework, (c) efforts to transform school culture through the use of collaborative teacher design teams, and; (d) fostering innovation were largely successful. The final research question addressed what additional supports were needed or desired by the teachers. Findings suggested that teachers wanted: (a) additional collaborative time to plan, develop, revise curriculum, as well as observe other teachers; (b) additional time to develop partnerships with outside experts, and; (c) better training and support for new and novice teachers. Suggestions for future research are also discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01