Implementing Change in Instructional Delivery of Classroom Curriculum: A Phenomenological Case Study of Classroom Teachers Implementing A Problem-based Learning Approach in the Classroom
Date of Award
Open Access Dissertation
Doctor of Education (EdD)
Education (also CAGS)
Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research
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.
Hart, Maura Anne, "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). Open Access Dissertations. 42.
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons