Date on Master's Thesis/Doctoral Dissertation
Department of Education, Leadership and Human Resource Development
Educational Leadership and Organizational Development, EDD
Committee Co-Chair (if applicable)
The Oldham County Learning Institute (OCLI), a 3-day professional development experience for teachers, was provided during four sessions spanning two school years. The OCLI training focused on three interrelated strands: thinking strategies – what to do, gradual release of responsibility – how to do it, and building a classroom community of learners – in what context. This study investigated the impact of OCLI on teachers’ instructional practices with regard to implementation of the three strands. Participants were exposed to seven research-based thinking strategies: a) monitoring for meaning, b) determining importance, c) inferring, d) activating background knowledge, e) visualizing, f) questioning, and g) synthesizing. OCLI participants also observed highly skilled teachers actively model the use of thinking strategies and the gradual release of responsibility approach in established classroom community environments. This mixed methodology study included 133 middle and high school teachers. Data were collected on pre- and post-surveys that gathered self-ratings of participating teachers’ implementation of the three OCLI strands. Additional data sources included classroom observations, interviews with building principals, and OCLI evaluations. The results of the data analyses substantiated that OCLI had a significant impact on teachers’ instructional practices with regard to implementation of all three OCLI strands.
Redmon, Lynda Emery, "The Oldham County Learning Institute : strengthening high school and middle school teachers' abilities to teach their students powerful thinking strategies." (2010). Electronic Theses and Dissertations. Paper 2263.