Teachers' Perceptions and Implementation of All-Ed Group Learning in the Classroom

Sarah Lebovitz Suria, Fordham University

Abstract

Despite evidence that teachers value group learning, research shows variability in its implementation. All Learners Learning Every Day (ALL-ED) is a mastery-oriented professional development program (PD) that trains teachers to effectively implement group learning strategies and self-regulated learning (SRL) in the differentiated classroom. Using a constructivist qualitative paradigm, semi-structured interviews were conducted in an urban high school to examine nine teachers’ experiences using ALL-ED group learning routines. Results showed that all interviewees used ALL-ED group learning. While few incorporated other types of group learning routines into the classroom, some used independent work in concert with group learning. The teachers perceived they played a principal role in implementation and made informed choices about student grouping and choice of routines. Two broad themes – internal and external supports – emerged in response to the second research question. Together, they informed, influenced, and motivated teachers’ decisions to continue using ALL-ED in their classrooms. Future research is needed to explore the quality of PD for teachers and the effect of student preparation and training on group learning implementation.

Subject Area

Psychology

Recommended Citation

Suria, Sarah Lebovitz, "Teachers' Perceptions and Implementation of All-Ed Group Learning in the Classroom" (2018). ETD Collection for Fordham University. AAI10814688.
https://fordham.bepress.com/dissertations/AAI10814688

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