國立虎尾科技大學 |

A Qualitative Case Study on Elementary Educators' Experiences with Interdisciplinary Instructional Strategies.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Qualitative Case Study on Elementary Educators' Experiences with Interdisciplinary Instructional Strategies./
Author:	Nugent, Amanda.
Description:	1 online resource (127 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Elementary education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355683172

A Qualitative Case Study on Elementary Educators' Experiences with Interdisciplinary Instructional Strategies.
Nugent, Amanda.

A Qualitative Case Study on Elementary Educators' Experiences with Interdisciplinary Instructional Strategies. - 1 online resource (127 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (D.E.)--Capella University, 2018.

Includes bibliographical references

Well-educated and informed elementary educators provide the highest of quality instruction to elementary students. Elementary educators are expected to provide instruction from all academic subjects throughout the school day. As standardized testing continues to be a priority in U.S. classrooms, educators must be prepared to continue to deliver quality instruction while preparing students for standardized tests simultaneously. Elementary educators often seek resourceful ways to complete the task of effectively teaching across the content areas, but they have limited time for research and professional development. One instructional format that has been identified as effective within elementary education is the interdisciplinary instructional approach. Yet there is a gap in the literature on how elementary educators report the experiences they have with the delivery of interdisciplinary instructional strategies. The purpose of this qualitative case study was to investigate how current elementary educators' deliver interdisciplinary instructional strategies and use interdisciplinary instruction in the classroom. In this qualitative case study, data were collected from 8 semistructured interviews, 8 classroom observations, and an artifact analysis. Thematic coding was conducted by following Yin's (2015) 5-phased cycle of analysis to provide detailed results and conclusions from the collected data. The participants described their experiences on how they delivered interdisciplinary instruction through identifying techniques for initial and constant delivery of interdisciplinary instruction throughout lessons. Participants named optional activities for students to choose during interdisciplinary lessons as well as identified common integrated content areas in the classroom. Experiences with student improvement from delivering interdisciplinary instruction were also discussed and materials used for interdisciplinary lessons. When participants discussed how to consistently use interdisciplinary instruction, participants identified supportive interdisciplinary tools that help keep interdisciplinary instruction present in the curriculum throughout the school year. Overall, participants described most of their experiences with delivering and consistently using interdisciplinary instruction as positive and effective.

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

Mode of access: World Wide Web

ISBN: 9780355683172Subjects--Topical Terms:

1148439
Elementary education.
Index Terms--Genre/Form:

554714
Electronic books.

A Qualitative Case Study on Elementary Educators' Experiences with Interdisciplinary Instructional Strategies.
LDR:03650ntm a2200349Ki 4500 001 919830
005 20181130083350.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355683172
035 $a (MiAaPQ)AAI10746607
035 $a (MiAaPQ)capella:20075
035 $a AAI10746607
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Nugent, Amanda. $3 1194483
245 1 2 $a A Qualitative Case Study on Elementary Educators' Experiences with Interdisciplinary Instructional Strategies.
264 0 $c 2018
300 $a 1 online resource (127 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: 79-08(E), Section: A.
500 $a Adviser: Candace Adams.
502 $a Thesis (D.E.)--Capella University, 2018.
504 $a Includes bibliographical references
520 $a Well-educated and informed elementary educators provide the highest of quality instruction to elementary students. Elementary educators are expected to provide instruction from all academic subjects throughout the school day. As standardized testing continues to be a priority in U.S. classrooms, educators must be prepared to continue to deliver quality instruction while preparing students for standardized tests simultaneously. Elementary educators often seek resourceful ways to complete the task of effectively teaching across the content areas, but they have limited time for research and professional development. One instructional format that has been identified as effective within elementary education is the interdisciplinary instructional approach. Yet there is a gap in the literature on how elementary educators report the experiences they have with the delivery of interdisciplinary instructional strategies. The purpose of this qualitative case study was to investigate how current elementary educators' deliver interdisciplinary instructional strategies and use interdisciplinary instruction in the classroom. In this qualitative case study, data were collected from 8 semistructured interviews, 8 classroom observations, and an artifact analysis. Thematic coding was conducted by following Yin's (2015) 5-phased cycle of analysis to provide detailed results and conclusions from the collected data. The participants described their experiences on how they delivered interdisciplinary instruction through identifying techniques for initial and constant delivery of interdisciplinary instruction throughout lessons. Participants named optional activities for students to choose during interdisciplinary lessons as well as identified common integrated content areas in the classroom. Experiences with student improvement from delivering interdisciplinary instruction were also discussed and materials used for interdisciplinary lessons. When participants discussed how to consistently use interdisciplinary instruction, participants identified supportive interdisciplinary tools that help keep interdisciplinary instruction present in the curriculum throughout the school year. Overall, participants described most of their experiences with delivering and consistently using interdisciplinary instruction as positive and effective.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Elementary education. $3 1148439
650 4 $a Curriculum development. $3 1148494
650 4 $a Education. $3 555912
655 7 $a Electronic books. $2 local $3 554714
690 $a 0524
690 $a 0727
690 $a 0515
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Capella University. $b School of Education. $3 1179598
773 0 $t Dissertation Abstracts International $g 79-08A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10746607 $z click for full text (PQDT)