Xenos, Anthony 11-17-14

197 Pages·2014·5.06 MB·English

by  Tony Xenos

Teacher Learning in Action: Using Self-Study to Connect Practice with Theory

A dissertation presented to
the faculty of
The Patton College of Education of Ohio University

In partial fulfillment
of the requirements for the degree
Doctor of Philosophy

Anthony J. Xenos
December 2014
© 2014 Anthony J. Xenos. All Rights Reserved.
2

This dissertation titled
Teacher Learning in Action: Using Self-Study to Connect Practice with Theory

by
ANTHONY J. XENOS

has been approved for
the Department of Teacher Education
and The Patton College of Education by

John E. Henning
Professor of Teacher Education

Renée A. Middleton
Dean, The Patton College of Education
3

Abstract
XENOS, ANTHONY J., Ph.D., December 2014, Curriculum and Instruction
Teacher Learning in Action: Using Self-Study to Connect Practice with Theory
Director of Dissertation: John E. Henning
The purpose of this research study was to provide an example of teacher learning
“in action” that bridged the gap between theory and practice in order to inform processes
for teacher learning in other contexts. Most teachers utilize little, if any, pedagogical
theory in their practice. Instead, they select instructional methods based on unconscious
personal preferences and their past experience as learners. This gap between theory and
practice is problematic because teachers’ unconscious preferences might be incongruous
with the ways their students learn best. Insufficient research exists on how teachers’
unconscious preferences can be made explicit. When teachers recognize their teaching
methods may not enhance student learning, they can begin to work towards integrating
theory into their practice and provide higher quality learning opportunities for their
students.
A nested, self-study research design using Korthagen and Lagerwerf’s (2001)
three-level teacher learning and behavior model was used as a guiding framework to
structure a comprehensive teacher professional development episode that explicated one
teacher’s unconscious instructional preferences and connected his teaching practice with
pedagogical theory. The teacher-as-researcher reflected on his experience designing,
teaching, and analyzing his personal finance curriculum, Society X. Self-study and a
nested, phenomenological study provided data to completely explicate and exemplify the
4

teacher’s learning experience. Findings suggest that if teachers are to connect theory to
their practice, their professional development should include: (1) a curriculum including
theory-based subject matter with clearly established expectations and accountability
measures for the teacher-as-learner; (2) extended, intense learning, (3) autonomy and the
explication of teacher self-as-learner; (4) mentoring by informed others; (5) theory-
integrative praxis; and (6) access to theoretical research and literature. A three-step gap-
bridging process for teachers, recommendations for educational stakeholders, and
suggestions for future research are provided.
5

Acknowledgments
I would like to thank a few important individuals and entities that supported my
learning throughout this study. First, I would like to thank my wife, Courtney, who
endured my two years of PhD studies and three more years of my dissertation research. I
could not have made it without her helpful insights and endless patience. Second, I would
like to thank Laura, my co-researcher who assisted with data collection, interim analysis,
and academic advice from afar.
A huge thanks to my committee for allowing me the freedom to explore my own
learning in the way I chose to do so. Thanks John for trusting in my ability from the start,
to stay the course, and to provide a scholarly product. Thanks Ginger for always taking
time to listen to my concerns and talk me through the many difficult stages of my
research. Thanks Jenny for taking a chance on my project and advising me on the
phenomenological research design, data collection, and data analysis. Thanks John so
much for staying on my committee and continuing to provide targeted feedback on my
research design even though you took a position elsewhere and clearly did not need this
loose end dragging on for over a year.
I would like to thank my mom, dad, and sister who saw me very little during this
immersive, time-consuming experience but always encouraged me to stay with it. I would
like to thank Vinton County Local Schools for allowing me the opportunity to study my
practice alongside the insightful, talented students at Vinton County High School. I
would like to thank Ohio University and The Patton College of Education for providing
scholarship support without which this experience would not have transpired.
6

It has been difficult; but life is enduring such difficulty and emerging with
wisdom and confidence to take on more. Without difficulty, there would be no challenge
and without challenge, life would become unbearably boring. I have only been able to
work through such difficulty with the assistance from all of you. Thanks, so much.
7

Table of Contents
Page

Abstract ............................................................................................................................... 3

Acknowledgments ............................................................................................................... 5

List of Tables ...................................................................................................................... 9

List of Figures ................................................................................................................... 10

Chapter 1: Introduction ..................................................................................................... 11

Statement of the Problem .............................................................................................. 14

Research Questions ....................................................................................................... 17

Delimitations ................................................................................................................. 18

Chapter 2: Literature Review ............................................................................................ 20

Origins of the Gap ......................................................................................................... 21

Setting the Stage for Change ........................................................................................ 26

Bridging the Gap ........................................................................................................... 40

Summary ....................................................................................................................... 50

Chapter 3: Methodology ................................................................................................... 51

Rationale ....................................................................................................................... 54

Research Methods ......................................................................................................... 58

Managing Threats to Validity ....................................................................................... 77

Limitations .................................................................................................................... 82

Summary ....................................................................................................................... 82

Chapter 4: Results ............................................................................................................. 84

Prominent Characteristics of Society X ........................................................................ 85

Holistic Relation among Prominent Characteristics ................................................... 105

Significance of Shared Experience for Teacher and Student Learning ...................... 126

Summary ..................................................................................................................... 139

Chapter 5: Summary, Conclusions, and Implications ..................................................... 140

Summary of the Study ................................................................................................ 140

Conclusions ................................................................................................................. 153

Implications ................................................................................................................ 157
8

Study Summary ........................................................................................................... 168

References ....................................................................................................................... 170

Appendix A: Participant Consent Documents ................................................................ 181

Appendix B: Approval Letter of Consent ....................................................................... 188

Appendix C: Institutional Review Board Documents .................................................... 189

Appendix D: Interview Schedules .................................................................................. 194

Appendix E: Data Collection and Analysis Timeline for Chapter 3 .............................. 196
9

List of Tables
Page
Table 2.1: Leithwood’s Three Phases of Teacher Development ....................................29
Table 2.2: Teacher Workplace Conditions Present or Absent at my High School .........32
10

List of Figures
Page
Figure 2.1: The three level model for teacher learning ...................................................46
Figure 3.1: Existential experience model ........................................................................70
Figure 4.1: Characteristics in context of the existential experience model ....................85
Figure 4.2: Curriculum (Spatiality) as an aggregate of teacher and subject matter
variables ..........................................................................................................................87
Figure 4.3: Engagement (Relationality) as an aggregate of teacher and student variables
.........................................................................................................................................93
Figure 4.4: Knowledge (Corporeality) as an aggregate of student and subject matter
variables ........................................................................................................................100
Figure 4.5: Temporality as an aggregate of spatiality, relationality, and corporeality
existentials .....................................................................................................................106
Figure 4.6: Society X Harassment Policy .....................................................................121
Figure 5.1: Experiential Interaction Model ...................................................................158