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Teachers' perspectives of effective ...

Straessle, Jessica Miller Wunderle.

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Teachers' perspectives of effective lesson planning: A comparative analysis.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' perspectives of effective lesson planning: A comparative analysis./
Author:	Straessle, Jessica Miller Wunderle.
Description:	237 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Education, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3580433
ISBN:	9781303960239

Teachers' perspectives of effective lesson planning: A comparative analysis.
Straessle, Jessica Miller Wunderle.

Teachers' perspectives of effective lesson planning: A comparative analysis. - 237 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--The College of William and Mary, 2014.

This item must not be sold to any third party vendors.

This study investigated the perceptions that K-12 teachers have about various Elements of Lesson Planning. Specifically, the researcher sought to determine which research-based Elements of Lesson Planning teachers perceived as having the greatest impact on student achievement and if certain demographic characteristics affected those perceptions. Data were collected with two surveys created by the researcher based on Stronge's (2007) Framework for Effective Teachers. A national stratified random sample of 184 U.S. educators ranked seven elements of teacher planning in the order they believed that those qualities impact student achievement. Participants were also asked to rank aspects of Creating Quality Assignments and Logically Structured Lessons in the order they believed those aspects to impact student achievement. Finally, participants were asked to self-report what elements they have used in their classroom and how they plan lessons. This study revealed that teachers did not differentiate among the Elements of Lesson Planning, but that teachers reported using Clear Lesson and Learning Objectives significantly more than other elements. It was also found teachers believe some aspects of Creating Quality Assignments impact student achievement significantly more than others including: Real World Connections, Depth of Knowledge Necessary to Complete Assignments, Providing Students with Performance Standard and/or Guideline, Student Control and Cross Curricular Assignments. Teachers also noted using Real World Connections to Assignments when creating assignments significantly more often than any other aspect. Additionally, teachers perceived all aspects of Logically Structured Lessons as having a more significant impact on student achievement than Sequencing of Questions to be Asked by the Teacher. Teachers also reported using all the other aspects significantly more than Sequencing of Questions to be Asked by the Teacher. Finally, it was found that most teachers use written lesson plans and that there is no standard practice for how often teachers refer to their written plans.

ISBN: 9781303960239Subjects--Topical Terms:

1019158
Education, General.

Teachers' perspectives of effective lesson planning: A comparative analysis.
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500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Advisers: James H. Stronge; Thomas J. Ward.
502 $a Thesis (Ph.D.)--The College of William and Mary, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This study investigated the perceptions that K-12 teachers have about various Elements of Lesson Planning. Specifically, the researcher sought to determine which research-based Elements of Lesson Planning teachers perceived as having the greatest impact on student achievement and if certain demographic characteristics affected those perceptions. Data were collected with two surveys created by the researcher based on Stronge's (2007) Framework for Effective Teachers. A national stratified random sample of 184 U.S. educators ranked seven elements of teacher planning in the order they believed that those qualities impact student achievement. Participants were also asked to rank aspects of Creating Quality Assignments and Logically Structured Lessons in the order they believed those aspects to impact student achievement. Finally, participants were asked to self-report what elements they have used in their classroom and how they plan lessons. This study revealed that teachers did not differentiate among the Elements of Lesson Planning, but that teachers reported using Clear Lesson and Learning Objectives significantly more than other elements. It was also found teachers believe some aspects of Creating Quality Assignments impact student achievement significantly more than others including: Real World Connections, Depth of Knowledge Necessary to Complete Assignments, Providing Students with Performance Standard and/or Guideline, Student Control and Cross Curricular Assignments. Teachers also noted using Real World Connections to Assignments when creating assignments significantly more often than any other aspect. Additionally, teachers perceived all aspects of Logically Structured Lessons as having a more significant impact on student achievement than Sequencing of Questions to be Asked by the Teacher. Teachers also reported using all the other aspects significantly more than Sequencing of Questions to be Asked by the Teacher. Finally, it was found that most teachers use written lesson plans and that there is no standard practice for how often teachers refer to their written plans.
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