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Efficacy of Understanding by Design ...

Trapani, Brian.

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Efficacy of Understanding by Design implementation plan: Evaluated through teacher perceptions and practices.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Efficacy of Understanding by Design implementation plan: Evaluated through teacher perceptions and practices./
Author:	Trapani, Brian.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	181 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
Contained By:	Dissertation Abstracts International77-07A(E).
Subject:	Educational administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10040940
ISBN:	9781339549897

Efficacy of Understanding by Design implementation plan: Evaluated through teacher perceptions and practices.
Trapani, Brian.

Efficacy of Understanding by Design implementation plan: Evaluated through teacher perceptions and practices. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 181 p.

Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.

Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2016.

This item is not available from ProQuest Dissertations & Theses.

The Common Core Learning Standards recognize that learning is most effective when the skills and understandings, students are expected to demonstrate, have a wide applicability outside the classroom. Instructional frameworks endorsed by New York State advocate that students be instructed across the K-12 spectrum by using a cohesive set of themes, key ideas, and concepts. The New York State frameworks explain that teachers should continue to have decision making power about how to teach and illustrate key ideas and conceptual understandings to promote student understanding in many instances across disciplines. The goal of transferring understanding from one key idea, in one discipline, to a wider scope with the intent of deepening student understanding of a concept has been evaluated through research in cognitive psychology and advocated by constructivist educational theorists, ultimately leading to the development of the Understanding by Design (UbD) instructional framework. The intended objective of the framework can only be achieved if leading to the development of the Understanding by Design (UbD) instructional framework. The intended objective of the framework can only be achieved if teachers fully understand, and support the initiative. Then are willing to reevaluate and transform their pedagogical practice where necessary.

ISBN: 9781339549897Subjects--Topical Terms:

2122799
Educational administration.

Efficacy of Understanding by Design implementation plan: Evaluated through teacher perceptions and practices.
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245 1 0 $a Efficacy of Understanding by Design implementation plan: Evaluated through teacher perceptions and practices.
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300 $a 181 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
500 $a Adviser: Anthony Annunziato.
502 $a Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2016.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a The Common Core Learning Standards recognize that learning is most effective when the skills and understandings, students are expected to demonstrate, have a wide applicability outside the classroom. Instructional frameworks endorsed by New York State advocate that students be instructed across the K-12 spectrum by using a cohesive set of themes, key ideas, and concepts. The New York State frameworks explain that teachers should continue to have decision making power about how to teach and illustrate key ideas and conceptual understandings to promote student understanding in many instances across disciplines. The goal of transferring understanding from one key idea, in one discipline, to a wider scope with the intent of deepening student understanding of a concept has been evaluated through research in cognitive psychology and advocated by constructivist educational theorists, ultimately leading to the development of the Understanding by Design (UbD) instructional framework. The intended objective of the framework can only be achieved if leading to the development of the Understanding by Design (UbD) instructional framework. The intended objective of the framework can only be achieved if teachers fully understand, and support the initiative. Then are willing to reevaluate and transform their pedagogical practice where necessary.
520 $a The purpose of this study is to determine the efficacy of the Understanding by Design (UbD) instructional framework by evaluating the implementation process through teacher perceptions and instructional practices. Two schools from different districts, Larkfield High School and Cottonwood Middle School, were studied due to their development of an internal goal which encouraged the practice of UbD within their classrooms.
520 $a Teacher understanding of, and level of implementation regarding, the UbD framework was investigated through the Concerns Based Adoption Model (CBAM) instrument which includes an evaluation of "Stages of Concern" profile by each teacher regarding the implementation of the initiative. That concern was measured on three levels: 1. Concern for Self; 2. Concern for Task; 3. Concern for Impact. Also, the "Levels of Use" of UbD within instructional planning and practice were measured on a six level continuum classifying teachers as "users" and "nonusers" of the initiative. "Local Interventions" to advance the usage of the UbD instructional framework were evaluated as well.
520 $a The results of this study show that teachers need to express a level of interest in the success of the initiative. The Concerns Based Adoption Model (CBAM) study encourages the recognition that change is a process, not an event. Hall and Hord discuss the existence of an "Implementation Bridge" that would serve as a path to guide each individual from their first introduction of the new program, UbD, to the attainment of the anticipated student outcomes in all classrooms. The path, and support on that path, for each individual educator would need is based on the profile of teacher perceptions and practice of the initiative based on the CBAM data. Individuals are encouraged to allow themselves to be guided across the bridge by administration, which is tasked with, providing what each individual staff member needs to successfully cross the bridge.
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