Developing a Culture of Innovation: A Qualitative Case Study of a Massachusetts K-8 School

Autor/in	Rosenthal, Matthew M.
Titel	Developing a Culture of Innovation: A Qualitative Case Study of a Massachusetts K-8 School
Quelle	(2020), (111 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Ed.D. Dissertation, William Howard Taft University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Educational Innovation; Teaching Methods; 21st Century Skills; Teacher Collaboration; Curriculum Design; Student Projects; Active Learning; Interdisciplinary Approach; Standards; Faculty Development; Kindergarten; Elementary School Teachers; Middle School Teachers; Public Schools; STEM Education; Art Education; Instructional Leadership; Student Attitudes; Teamwork; Administrator Attitudes; Technology Integration; Physical Environment; Coaching (Performance); Teacher Attitudes; Educational Change; Massachusetts + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Instructional innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation; Lehrplangestaltung; Schulprojekt; Aktives Lernen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Standard; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Public school; Öffentliche Schule; STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Instruction; Leadership; Führung; Schülerverhalten; Natürliche Umwelt; Lehrerverhalten; Bildungsreform; Master-Studiengang
Abstract	This study was designed to understand how a school can transform its instructional practices and collaborative structures to bring about rigorous, relevant, and engaging learning for all students. The purpose of this qualitative case study was to determine how a school can create a culture of innovation in teaching practices. This case study identified the decisions and strategies undertaken by a group of educators to enhance 21st-century learning for their student population. The study also examined the conditions within the school that supported innovation, creativity, collaboration, and curriculum integration. Four research questions guided this study: How do teachers collaborate on designing curriculum and examining student work? How do teachers adapt curriculum standards and experiment with alternate methodologies? How does a school or district administration support project-based or interdisciplinary approaches to teaching and learning? What resources are available to staff for this type of professional development? This qualitative research case study was grounded in Lewin's change theory in education. The participants of this study were 14 staff, including administrators, specialists, and teachers, from a kindergarten through Grade 8 school in a public-school district in Massachusetts. Data were collected through interviews, field notes from observations, and relevant documents pertaining to processes and outcomes at the school. These included project plans, student reflections, and the school's science, technology, engineering, arts, and mathematics team meeting notes. Results from the study revealed a strong culture of innovation. Structures were in place that allowed for staff collaboration, providing them time to share practice, plan learning experiences, and reflect on successes and challenges. Teachers could integrate and connect curriculum under the auspices of project-based learning. The school's leadership openly supported these efforts. In addition, the school established an inclusive team of educators that led ongoing job-embedded professional development. The results of this study could set the stage for future research on project-based learning, particularly with regard to transforming physical spaces, integrating technology, and employing instructional coaching. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01