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- W2171409237 abstract "The purpose of this qualitative study was to investigate the influence that a differentiatedteacher supervision system has on improving classroom instruction. Qualitative researchmethodology was used to collect data through personal interviews and document analysis. Thesample population consisted of high school administrators working in three southwesternPennsylvania school districts.The research questions investigated high school principal perceptions on differentiatedsupervision's ability to improve classroom instruction based upon Charlotte Danielson's FourDomains of Instruction. Principal perceptions regarding differentiated supervision's influenceon school culture and the most effective differentiated supervision options were also explored.The analysis of the data was done through descriptive narrative and the use of charts to depict common answers and themes.Key findings include a strong principal preference for differentiated teacher supervision.Also, principals indicate that differentiated supervision was effective in fostering a school culture characteristic of teacher collaboration, professional inquiry, and a commitment to continuous improvement. Also, principals felt that differentiated teacher supervision was very effective in improving the planning and preparation, classroom instruction, and professionalism of teachers through collegiality and professional inquiry. Principals perceived that cooperative professional development was the most effective model for improving classroom instruction." @default.
- W2171409237 created "2016-06-24" @default.
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- W2171409237 date "2006-04-19" @default.
- W2171409237 modified "2023-09-26" @default.
- W2171409237 title "A QUALITATIVE STUDY OF DIFFERENTIATED TEACHER SUPERVISION'S IMPACTON CLASSROOM INSTRUCTION AND PEDAGOGY" @default.
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