Date of Award

Spring 2023

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Bonnie Bolado

Abstract

This study was prompted by a desire to understand the relationship between reflective practice using classroom instructional video observations and teacher perception of effectiveness. This was a mixed methods study in which quantitative data were collected from a pre- and post-survey using a Likert scale and qualitative data from weekly pre- and post-reflection questions and a final reflection question. This study involved data collection from 19 volunteer teachers from a rural middle school serving students in Grades 6-8. Effective teachers are those who use self-reflection to deepen their understanding of how their instructional practices affect student learning, make improvements to their practices, and plan more productive learning opportunities for their students (Scales, 2008). Key findings in the study are in line with the current body of research on reflective practice and the characteristics of effective teachers (Disu, 2017; Farrell, 2015; Larrivee, 2008; Stronge, 2018). As a result of the study, participants became more observant of their students’ needs and how their actions and instructional practices affect student learning and recognized new strategies to improve learning experiences.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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