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Implementing change in instructional delivery of classroom curriculum: A phenomenological case study of classroom teachers implementing a problem-based learning approach in the classroom
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.
Subject Area
Secondary education|Curriculum development
Recommended Citation
Hart, Maura A, "Implementing change in instructional delivery of classroom curriculum: A phenomenological case study of classroom teachers implementing a problem-based learning approach in the classroom" (2009). Doctoral Dissertations Available from Proquest. AAI3359138.
https://scholarworks.umass.edu/dissertations/AAI3359138