Date of Conferral
Due to the increasing diversity in U.S. schools, there is a need for differentiated and individualized educational models for these learners to be successful in the future. However, little is known about innovative educational models allowing differentiation and individualized education. The purpose of this basic qualitative study was to understand the experiences and perceptions of middle school teachers implementing the innovative Workshop Model (WSM) of teaching and learning. The conceptual framework for this study included the diffusion of innovation, sociocultural, and andragogical theories, and the principles of technological pedagogical content knowledge (TPACK). The participants were 10 middle school teachers recruited online with 3 years or more experience implementing the WSM in their classrooms. The data collected for this study included semi-structured phone interviews. Thematic inductive analysis of the interviews was used to identify themes. Results indicated that (a) teachers described the need to be flexible in their classroom to successfully implement WSM; (b) teachers were motivated to implement the WSM because their students were learning; (c) significant concerns impairing the implementation were the result of issues from outside their classroom; and (d) the teachers responded to substantial technology integration challenges including the lack of training, and access to hardware and software. The results of this study provide administrators and teachers new understanding on how the implementation of an innovative instructional model can support the goal of educating knowledge workers for the 21st century workforce in the U.S.
Onyegwara, Patience Ndidi, "Middle School Teachers’ Experiences Implementing the Workshop Model in Their Classroom" (2020). Walden Dissertations and Doctoral Studies. 8777.