Two teachers' thoughtful adaptations during Planning and instruction and the relationship to student agency & teacher visioning

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Margaret Vaughn (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
Samuel Miller

Abstract: Despite the appealing and intuitive nature of the writings about thoughtfully adaptive teaching, no one has systematically collected empirical evidence to support such claims (Duffy, Miller, Kear, Parsons, Davis, & Williams, 2008). In response to this need, the current study focused on planning as well as on-the-fly adaptations, included a student outcome measure and examined high potential teachers, within a district with less emphasis on accountability outcomes. When compared to previous studies, teachers in this study thoughtfully adapted three to four more times while on-the-fly. Moreover, they adapted during planning but at a far less frequent rate. Minimal evidence was found for the influence of visioning and no evidence was found for the connection between thoughtful adaptations and student agency. This study's findings suggest the need for future research to look at the connections between teachers' adaptations and various student outcome measures.

Additional Information

Publication
Dissertation
Language: English
Date: 2010
Keywords
Agency, High stakes testing, Student agency, Teacher education, Thoughtfully adaptive teaching, Visioning
Subjects
Effective teaching.
Teacher effectiveness.
Adaptability (Psychology).
Self-efficacy.
Metacognition.