Examining the Similarities and Differences Between Students’ Experiences and Teachers’ Perceptions of Their Practice
Location
Instructional Strategies 2 (Session 4 Breakouts)
Proposal Track
Research Project
Session Format
Presentation
Abstract
Using a 360-degree approach, this qualitative case study compared the experiences of students and the perceptions of teachers concerning instructional practice across learning levels in a northwest Georgia high school. The purpose was to use student voice to inform administrators of teachers and students’ classroom engagement. Using nine math classes across three learning levels (foundations algebra, on-level algebra, and advanced algebra), the study used open-ended surveys to collect self-reported data from students and teachers to identify common themes of learning and teaching practices. Students and teachers agreed on eight common themes and collaborative strategies across three different learning levels aligned with the Georgia Teacher Keys Effectiveness System teacher effectiveness instrument (GADOE, 2016; Stronge, 2016). This study examined and reports the eight emergent common themes of instructional strategies, differentiated instruction and positive learning environment. Additionally, this study suggests that administrators and teacher leaders can use student voice as a tool to inform instruction prior to formal teacher evaluation by reporting the frequency of agreements between the experiences of students concerning their teachers’ practice among learning levels (Saldana, 2015; Merrimer & Tisdell, 2015).
Keywords
Student Voice, Student Engagement, Learning Levels, Instructional Strategies
Professional Bio
Dr. Lisa Moore an educator of 23 years currently serves as a high school administrator in north Georgia. She received her Doctor of Education in Educational Leadership for Learning from Kennesaw State University where she also served as adjunct faculty supporting courses on school leadership in multicultural contexts and diversity inclusion. She is active in creating advanced learning opportunities for students, athletic student engagement and empowering students and teachers in creating culturally relevant classroom experiences.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Moore, Lisa A., "Examining the Similarities and Differences Between Students’ Experiences and Teachers’ Perceptions of Their Practice" (2020). Georgia Educational Research Association Conference. 46.
https://digitalcommons.georgiasouthern.edu/gera/2020/2020/46
Examining the Similarities and Differences Between Students’ Experiences and Teachers’ Perceptions of Their Practice
Instructional Strategies 2 (Session 4 Breakouts)
Using a 360-degree approach, this qualitative case study compared the experiences of students and the perceptions of teachers concerning instructional practice across learning levels in a northwest Georgia high school. The purpose was to use student voice to inform administrators of teachers and students’ classroom engagement. Using nine math classes across three learning levels (foundations algebra, on-level algebra, and advanced algebra), the study used open-ended surveys to collect self-reported data from students and teachers to identify common themes of learning and teaching practices. Students and teachers agreed on eight common themes and collaborative strategies across three different learning levels aligned with the Georgia Teacher Keys Effectiveness System teacher effectiveness instrument (GADOE, 2016; Stronge, 2016). This study examined and reports the eight emergent common themes of instructional strategies, differentiated instruction and positive learning environment. Additionally, this study suggests that administrators and teacher leaders can use student voice as a tool to inform instruction prior to formal teacher evaluation by reporting the frequency of agreements between the experiences of students concerning their teachers’ practice among learning levels (Saldana, 2015; Merrimer & Tisdell, 2015).
