Date of Award

2007

Degree Name

Doctor of Education

College

College of Education

Type of Degree

Ed.D.

Document Type

Dissertation

First Advisor

Rudy D. Pauley

Second Advisor

Michael E. Sullivan

Third Advisor

Lisa A. Heaton

Abstract

This study was designed to examine the perceived importance and extent of use of scientific research-based instructional strategies among West Virginia teachers. Specifically, the study investigated the extent to which perceived importance and frequency of use of scientific research-based instructional strategies differ between highly qualified teachers and non-highly qualified teachers. The core of the research was focused on ten scientific research-based instructional strategies identified by the MidContinental Regional Educational Laboratory. Participants were asked to complete a researcher-designed survey, the Instructional Strategies Inventory, to rate perceived importance and frequency of use for each of the ten strategies. The population for this study consisted of teachers employed in West Virginia public schools pre-kindergarten through twelfth grades during the 2005-06 school year according to the West Virginia Education Information System (N=21,625). The sample was stratified based on the highly qualified status of the teacher. Of the 440 teachers randomly selected, an overall return of 229 responses or 52% was obtained with two mailings. Results of the study revealed that West Virginia teachers perceive scientific research-based instructional strategies as important to instruction. Moreover, results confirmed that West Virginia teachers have incorporated the use of scientific research-based instructional strategies into weekly classroom practices. Closer inspection of the results, however, revealed no significant difference between highly qualified teachers and non-highly qualified teachers with regard to perceived importance or frequency of use of the strategies. These findings address the problem that NCLB defines highly qualified teacher by credential only, failing to address teacher quality in the definition. This disconnect ignores a significant body of research that provides evidence that the teacher is the most decisive factor in student learning. The results of this study add to the body of knowledge on scientific research-based instructional strategies as well as inform lawmakers in the task of developing powerful legislation that brings about substantive change.

Subject

Instructional systems

Subject

Effective teaching

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