Date of Award
7-29-2024
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Education
First Advisor
Roger Mitch Nasser Jr.
Second Advisor
Aleshea Jenkins
Third Advisor
Tonya Thompson
Abstract
This dissertation explores the perspectives of elementary school educators in St. Louis, Missouri, regarding impactful lesson planning and instruction across public, charter, and private school settings. Drawing on existing literature and empirical data, the study seeks to unveil the approaches and perceptions teachers hold towards lesson planning, shedding light on essential characteristics for effective teaching. The introductory chapter sets the stage by presenting the significance and purpose of the study, framing research questions, and outlining the methodology. The following chapters explore the theories, review the literature, and analyze collected data to help us understand lesson planning practices in modern education. By exploring the viewpoints of teachers across different school types, the research elucidates potential disparities and commonalities in instructional practices. Through surveys and interviews, educators' self-evaluations inform discussions on the efficacy of lesson planning techniques, providing insights into pedagogical preferences and professional development needs.
In summary, this dissertation serves as a comprehensive exploration of lesson planning practices in elementary education. This study offers valuable insights for educators, policymakers, and researchers alike. Bridging theoretical frameworks with empirical evidence, the study enriches our understanding of effective teaching methodologies and informs future endeavors in educational research and practice.
Recommended Citation
Smith, Samone, "An Analysis of Teachers’ Viewpoints from Public, Private, and Charter Schools on Effective Lesson Planning and Instruction" (2024). Dissertations. 782.
https://digitalcommons.lindenwood.edu/dissertations/782