Advisor
Williams, Mia K.
Committee Member
Smith, Mark A.
Committee Member
Cray, Martha
Committee Member
Lawrence, Jody K.
Department
Educational Studies
Institution
University of Northern Colorado
Type of Resources
Text
Place of Publication
Greeley (Colo.)
Publisher
University of Northern Colorado
Date Created
12-1-2013
Genre
Thesis
Extent
224 pages
Digital Origin
Born digital
Description
A highly proficient Direct Instruction (DI) teacher is a teacher who is able to demonstrate the effective use of Direct Instruction curriculum and teaching practices, resulting in sustainability and high student achievement. In this qualitative case study investigation, I describe and, when possible, explain how two teachers reflected on the interactions among Direct Instruction curriculum, their teaching practices, and their beliefs to become highly proficient, sustaining DI teachers. These two highly proficient Direct Instruction teachers aligned the DI curriculum and teaching practices with their beliefs. Beliefs, this study found, had more to do with the teachers' self-efficacy, or beliefs in themselves, than about teaching, student learning and education in general. It was also found that sustaining a Direct Instruction implementation was not something that was achieved by teachers. Instead, it was a never-ending cycle of interactions among four key events: learning, achieving, believing, and enjoying. Leaders of Direct Instruction implementations must recognize that the ultimate goal of an implementation is not to solely change the teaching practices of the teacher, but to strive for sustainability. This requires on-going professional development and leadership. Hiring individuals with dispositions that would orient them toward a Direct Instruction approach to teaching could help accelerate the process, as does ensuring that entry-level efficacy is high through training and on-going coaching.
Degree type
EdD
Degree Name
Doctoral
Language
English
Local Identifiers
Errthum_unco_0161D_10281
Rights Statement
Copyright is held by author.
