Perceptions of Primary Teachers Using Responsive Classroom in the Era of No Child Left Behind
Open Access
- Author:
- Blahus, Rebecca Anne
- Graduate Program:
- Curriculum and Instruction
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- May 06, 2013
- Committee Members:
- James F Nolan Jr., Dissertation Advisor/Co-Advisor
James F Nolan Jr., Committee Chair/Co-Chair
Iris M Striedieck, Committee Member
Bernard Joel Badiali, Committee Member
Robert James Stevens, Committee Member - Keywords:
- Responsive Classroom
No Child Left Behind
teachers response to change - Abstract:
- Using a case study design, with a phenomenological perspective, this research focused on a sample of primary classroom teachers (grades K – 3rd grade) in south central Pennsylvania who are currently using and have been using Responsive Classroom (RC) strategies for an extended period of time. Their perspectives provide insight into their use of Responsive Classroom strategies. Initially the focus of the study was to determine if the mandates of No Child Left Behind were impacting teacher’s use of RC. The research questions that guided this study were: (1) What pressures have primary grade teachers (K-3) experienced as a result of No Child Left Behind (NCLB)?, (2)Have teachers changed or adapted their classroom practices to continue to use RC? If so, in what ways?, (3) Why have these teachers made the decisions they have made in their implementation of RC?, and (4) How do these teachers perceive the impact of changes, if any, in their implementation of RC? However as the research process unfolded, the story that developed from the teachers had to do with the teachers’ understandings of and perceptions of the value of the RC approach. Though NCLB and changes in curriculum and assessment had impacted the implementation of RC for some of the teachers, the teachers did not perceive in general that the value of the RC approach had been diminished. Examining the lived experiences of these teachers and reporting through their voices provides greater insights and understanding of their challenges, their decision-making and the changes that have been made to their practice.