A Descriptive Analysis of Knowledge and Implementation of 21st Century Instructional Practices Among Elementary School Teachers Whose Administrators Participated in the 2006-2007 21st Century Leadership Institute

Publication Year:
2009
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Repository URL:
http://mds.marshall.edu/etd/838
Author(s):
Samples, Elisabeth Michelle
Tags:
21st century instructional practices; teachers; knowledge; implementation; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Teacher Education and Professional Development
thesis / dissertation description
The purpose of this study was to describe levels of knowledge and implementation of 21st century instructional practices among elementary school teachers whose administrators participated in the 2006 – 2007 21st Century Leadership Institute. A researcher-developed survey was used to collect data from 242 elementary teachers from 22 West Virginia schools. Teachers reported high or moderate knowledge and indicated they were implementing a majority of the 21st century instructional practices on a daily or weekly basis. Teacher knowledge of practices was significantly different based on school SES. Teacher implementation levels were not significantly different based on the variables investigated. The principal was determined to be the most significant influence on teacher knowledge and implementation levels. Lack of time, resources, and training were the biggest challenges to successful implementation of 21st century practices.