Title

Teachers’ Perspectives on a Constructivist Paradigm and Their Use of Constructivist Strategies in the Classroom

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

Summer 2022

Abstract

Constructivism is the foundation of the teacher evaluation systems in Arkansas and Texas. This research conducted via zoom interviews providing transcripts for analysis, indicated the majority of teachers utilize constructivist strategies. The purpose of this study was to replicate the study done by S. D. Oliver (2017) determining whether the number, or percentage, of teachers who subscribed to a constructivist paradigm, as well as the number or percentage who employed constructivist teaching strategies for teaching and learning has increased since the states of Arkansas and Texas implemented their constructivist-based teacher evaluation systems in response to the ESEA Flexibility Act. This qualitative analysis study was significant in that teachers’ paradigms impacted the strategies they employed in the classroom. It is significant that educational leaders have knowledge of teachers’ paradigms about teaching and learning, and to be aware if the use of a constructivist-based evaluation system has changed the number of teachers who held this teaching paradigm and utilize strategies based in constructivism. This knowledge was used to guide implementation of professional development on the national, state, and local levels.

Advisor

Danna Beaty-Boudreaux

Subject Categories

Education | Educational Administration and Supervision

Share

COinS