Date of Conferral
Doctor of Education (Ed.D.)
Andrew T. Alexson
Although many researchers have studied aspects of classroom instructional walkthroughs, there has been a gap in practice and research related to how middle school principals interpreted the functions and purposes of such walkthroughs and how they used them to enhance instruction. The purpose of this qualitative case study was to explore the gap in knowledge and understanding of what middle school principals perceived as the function and purpose of classroom instructional walkthroughs. The conceptual framework was based on the 5 dimensions of teaching and learning. Research questions were derived from specific components of the framework and related to the function of classroom instructional walkthroughs and the influence of the walkthroughs on classroom instruction. Data for the study were collected through semistructured interviews with 7 secondary principals from a mid-Atlantic U.S. state. Data were coded using in vivo coding and Microsoft Word Doc Extract tool 1.3. Six key themes emerged: feedback to teachers, observe instructional delivery, focus on student learning, using data to improve instruction, building relationships, and professional learning to improve teaching. The key recommendation is that school division leaders explore professional development opportunities to engender a greater awareness of how principals use classroom instructional walkthroughs correctly and consistently as a strategy in their schools. Findings from the study may contribute to the knowledge on classroom walkthroughs and have implications for positive social change by identifying reflective practices, which can lead to high-quality continuous school improvement and facilitate systematic thinking in schools.
Frazier, Deborah Hamilton, "Secondary Principals Perceptions of Classroom Instructional Walkthroughs" (2020). Walden Dissertations and Doctoral Studies. 9126.