Understanding adaptive teaching expertise in an elementary classroom viewed as a complex adaptive system

Insana, Lindsay Anne E

Permalink

https://hdl.handle.net/2142/78474 Copy

Description

Title

Understanding adaptive teaching expertise in an elementary classroom viewed as a complex adaptive system

Author(s)

Insana, Lindsay Anne E

Issue Date

2015-04-24

Director of Research (if dissertation) or Advisor (if thesis)

Parsons, Marilyn

Doctoral Committee Chair(s)

Parsons, Marilyn

Committee Member(s)

• Higgins, Chris
• Roegee, Chris
• Sutton, Brad

Department of Study

Curriculum and Instruction

Discipline

Curriculum and Instruction

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• complexity theory
• adaptive teaching

Abstract

This study explored adaptive teaching expertise in an elementary classroom viewed as a complex adaptive system. Adaptive teaching is a concept that has been studied; however, using complexity theory to frame how and why teachers make the decisions they do provides a unique lens to interpret teachers’ decision-making in the classroom. The following research questions were examined: (a) What are examples of adaptive teaching expertise in an elementary classroom viewed as a complex adaptive system? (b) What kinds of decisions did the teacher make in response to student needs and the complex environment of the classroom? This study used a qualitative research design. A case study was conducted to study the adaptive teaching of a second-grade elementary teacher and her students. Data collection methods included participant observations and in-depth follow-up interviews. Data were coded and analyzed using cross-case analysis, situational analysis, and were represented visually in screencasts. The findings indicated that (a) successful adaptation occurred when the teacher recognized the unpredictability of the classroom situations, and understood that the classroom was comprised of working parts that required responding in ways that adapted to students’ social and academic choices, needs, and interests, and (b) there was a the link between proficiency in teaching content with the teacher’s confidence level, and (c) the choice with whom to engage, as well as maintaining engagement throughout the situation, was important when facilitating an adaptive situation. Examples of the tensions between what the participant believed was best for her students and how the district would like her to teach are described in detail.

Graduation Semester

2015-5

Type of Resource

text

Permalink

http://hdl.handle.net/2142/78474

Copyright and License Information

Copyright 2015 Lindsay Anne Insana

Owning Collections