國立虎尾科技大學 |

A Qualitative Single Case Study on Backward Design Lesson Planning Experiences of Teachers in a Professional Learning Community.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Qualitative Single Case Study on Backward Design Lesson Planning Experiences of Teachers in a Professional Learning Community./
作者:	Herro, Dan.
面頁冊數:	1 online resource (107 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355674323

A Qualitative Single Case Study on Backward Design Lesson Planning Experiences of Teachers in a Professional Learning Community.
Herro, Dan.

A Qualitative Single Case Study on Backward Design Lesson Planning Experiences of Teachers in a Professional Learning Community. - 1 online resource (107 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2018.

Includes bibliographical references

This qualitative single case study on backward design lesson planning experiences of teachers in a professional learning community focused on gaining a better understanding of collaborative planning of standards-based learning intentions, success criteria, assessments, and activities as performed by four participants meeting daily in one high school content area department. The backward design lesson planning model contains three stages, including development of standards-based learning objectives, learning objective-based assessments, and assessment criteria-based authentic learning activities. The research problem was informed by multiple selections from the body of literature in the field of education on backward design lesson planning, curriculum evaluation frameworks, and suggestions for a need to better understand collaborative planning, backward design curricula, professional development-informed planning and practice, and professional learning community interactions in designing curricula. The purpose of the study was to better understand how teachers develop standards-derived learning intentions, success criteria, assessments, and activities through the backward design lesson planning model. The conceptual framework was constructed from a synthesis of findings from quantitative, qualitative, and mixed methods peer-reviewed research reports in the field of curriculum and teaching. Synthesized findings informed the structure and sections of the conceptual framework, supporting the purpose of the research in better understanding connections between components of traditional linear curriculum evaluation, the three stages of backward design, and the need to better understand interactions between professional development practice of new curriculum development initiatives, implementation of new initiatives in professional learning community lesson plan design, and teacher perceptions of planning lessons through the lens of backward design. Through observational field notes and open-ended questionnaires pertaining to the three stages of backward design lesson development, teacher actions observed during professional learning community meetings and experiences noted by teachers on questionnaire forms indicated that teachers utilized their common lesson planning time in deriving learning objectives from content area standards, generating formative assessments for ongoing feedback to inform teaching and learning, generating rubrics for clarity in the relationship between success criteria and the satisfying of learning objectives, and sequencing activities based on ability levels of individual learners so that challenges were scaffolded based on cognitive complexity, with the goal of all students meeting learning objectives. Potential impacts of study results include integration of backward design lesson planning into professional development programs and professional learning community curriculum development programs for alignment, clarity, and congruency between content area department standards, objectives, assessments, and activities. Recommendations for future research informed by minor themes uncovered during the study include a need for further study of teacher perceptions of standards-based grading practices.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355674323Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

A Qualitative Single Case Study on Backward Design Lesson Planning Experiences of Teachers in a Professional Learning Community.
LDR:04542ntm a2200349K 4500 001 915038
005 20180727091503.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355674323
035 $a (MiAaPQ)AAI10746537
035 $a (MiAaPQ)northcentral:12727
035 $a AAI10746537
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Herro, Dan. $3 1148699
245 1 2 $a A Qualitative Single Case Study on Backward Design Lesson Planning Experiences of Teachers in a Professional Learning Community.
264 0 $c 2018
300 $a 1 online resource (107 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
500 $a Advisers: Scott Snair; Amy Gates.
502 $a Thesis (Ed.D.)--Northcentral University, 2018.
504 $a Includes bibliographical references
520 $a This qualitative single case study on backward design lesson planning experiences of teachers in a professional learning community focused on gaining a better understanding of collaborative planning of standards-based learning intentions, success criteria, assessments, and activities as performed by four participants meeting daily in one high school content area department. The backward design lesson planning model contains three stages, including development of standards-based learning objectives, learning objective-based assessments, and assessment criteria-based authentic learning activities. The research problem was informed by multiple selections from the body of literature in the field of education on backward design lesson planning, curriculum evaluation frameworks, and suggestions for a need to better understand collaborative planning, backward design curricula, professional development-informed planning and practice, and professional learning community interactions in designing curricula. The purpose of the study was to better understand how teachers develop standards-derived learning intentions, success criteria, assessments, and activities through the backward design lesson planning model. The conceptual framework was constructed from a synthesis of findings from quantitative, qualitative, and mixed methods peer-reviewed research reports in the field of curriculum and teaching. Synthesized findings informed the structure and sections of the conceptual framework, supporting the purpose of the research in better understanding connections between components of traditional linear curriculum evaluation, the three stages of backward design, and the need to better understand interactions between professional development practice of new curriculum development initiatives, implementation of new initiatives in professional learning community lesson plan design, and teacher perceptions of planning lessons through the lens of backward design. Through observational field notes and open-ended questionnaires pertaining to the three stages of backward design lesson development, teacher actions observed during professional learning community meetings and experiences noted by teachers on questionnaire forms indicated that teachers utilized their common lesson planning time in deriving learning objectives from content area standards, generating formative assessments for ongoing feedback to inform teaching and learning, generating rubrics for clarity in the relationship between success criteria and the satisfying of learning objectives, and sequencing activities based on ability levels of individual learners so that challenges were scaffolded based on cognitive complexity, with the goal of all students meeting learning objectives. Potential impacts of study results include integration of backward design lesson planning into professional development programs and professional learning community curriculum development programs for alignment, clarity, and congruency between content area department standards, objectives, assessments, and activities. Recommendations for future research informed by minor themes uncovered during the study include a need for further study of teacher perceptions of standards-based grading practices.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Curriculum development. $3 1148494
650 4 $a Educational evaluation. $3 555501
650 4 $a Teacher education. $3 1148451
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0727
690 $a 0443
690 $a 0530
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Northcentral University. $b Education. $3 1148427
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10746537 $z click for full text (PQDT)