Changes in the quality of effective teaching as perceived by kindergarten teachers using Great Expectations: A case study.

Abstract

Results indicated that findings of the current study concurred with those of earlier research. Important factors affecting the perceptions included professional development and character education. This study indicated that the expansion of the Great Expectations teaching model and increasing character education benefited teachers in this school.

Literature from the early 2000's reported that public schools and teachers were being held more accountable in helping children succeed. The No Child Left Behind Act of 2001 specifically stated that schools were to provide those students who have difficulty meeting high standards with assistance in terms of a quality teacher in every classroom.

The phenomenon was examined from the teachers' perceptions in order to expand the current literature base, as well as to inform other schools about professional development and programs such as Great Expectations. The data were gathered using interviews, observation instruments, field notes, and follow-up discussions. Phenomenological case study was the methodology used in the study. Themes were found in the data of each of the four subsets along with findings of research that had been previously reported in the literature. These data were analyzed for commonalities and for new categories not previously reported.

The purpose of this qualitative phenomenological case study was to determine if kindergarten teachers who had implemented the Great Expectations teaching model for three or more years perceived changes in the quality of their teaching effectiveness; if so why? If not, why not? Based on the perceptions of kindergarten teachers and earlier research, the study was designed to help determine factors that constituted effective teaching practices.