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Abstract:
Purpose
The purpose of this quantitative study was to examine K-12 teacher perceptions about the instructional strategies in
terms of the likelihood that they would implement in their classroom teaching as well as the effectiveness of these
instructional strategies in both schools in good standing and schools not in good standing.
Design/methodology/approach
Using SPSS and generalizability theory analyses, this study examined how 73 teachers at a variety of public K-12 schools
(i.e., schools in good standing and schools not in good standing) in Western New York would employ and evaluate the
perceived effectiveness of 13 teaching strategies.
Findings
The results show that some instructional strategies are more likely to be utilized and perceived to be more effective in
high performing schools; the same should be employed at schools that are not in good standing. Policy implications for
continued professional development and implementation of highly effective teaching practices can be made and
substantiated by the statistical results of this study.
Originality/value
The results of this study have important educational policy implications. It is suggested that the State Education
Department increases funding to schools which are not in good standing to allow for more resources to assist with the
diversified needs of their student population.
Author:
Author Description:
Professor of Leadership and Policy, Niagara University; Doctoral Candidate, Niagara University, Lewiston, New York, U.S.A.
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APA:
Huang, J., & Minervino, K. J. (2017)。Teacher perceived effectiveness and use of teaching strategies at schools in good standing versus failing schools. Contemporary Educational Research Quarterly, 25(1), 79-107.
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