Date of Award

Fall 9-18-2019

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Shelly Fransen

Second Advisor

Dr. Sherry DeVore

Third Advisor

Dr. Kathy Grover

Abstract

In the field of education, a theory-practice gap occurs when research is not applied with fidelity by practicing teachers in the classroom (Ford, 2018). Student achievement is negatively impacted when teachers do not implement research-based practices consistently (Stronge, 2018). This study involved an investigation into teacher perceptions of research-based instructional strategies as a possible cause of the theorypractice gap in education. Data were collected through a mixed-methods study involving an online survey and teacher focus group interviews. The online survey was used to measure teachers’ accuracy identifying the impact level of selected research-based instructional strategies from Hattie’s (2009) meta-analysis. Survey data revealed teachers were not able to identify impact levels with a high level of accuracy. Data from focus group interviews revealed teacher perceptions concerning confidence using researchbased instructional strategies, the frequency with which strategies are used in the classroom, preparation from teacher education programs, and district-provided professional development. The data revealed a majority of teachers do not feel prepared or confident identifying research-based instructional strategies and knowing the impact of strategies on student achievement. A concentrated and systematic focus by school districts to provide ongoing professional learning is crucial for teachers to better understand the impact of research-based strategies on student achievement.

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