Date of Award

5-2009

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Degree Program

Education (also CAGS)

First Advisor

Griffin, Linda

Second Advisor

Marx, Robert

Third Advisor

Ortmeier-Hooper,

Keywords

Problem-based learning, School change, Teacher change

Subject Categories

Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research

Abstract

This qualitative research study examines the holistic experience of secondary classroom teachers who are changing their predominant instructional technique from a mostly traditional teaching method to a student-centered, problem-based approach to curriculum delivery. Using field notes, interviews, focus groups, observations of classrooms and faculty meetings and related document study in conjunction with, and as driven by, simultaneous analysis, the researcher inquired about the nature of implementing change in instructional delivery and those influences that both help and hinder the process. Data revealed four categories with related findings: practices of changing instructional delivery, a teacher focus on students, elements of working within a culture of change, and the personal experience of implementing a change in instructional delivery.