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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