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The purpose of this mixed quantitative and qualitative study was to determine theeffect of the Expeditionary Learning (EL) model on the perception of the teachers onschool operations, student background, and teacher effectiveness level factors in theelementary and middle schools in a rural to suburban Kansas City, Kansas public schooldistrict. Little research is available on the impact of implementing EL on teachers’perceptions of these factors. Methodologies used to collect data for the study were both qualitative andquantitative. Qualitative data were collected through teacher interviews and open endedpencil/paper survey questions. The interview population sample was selected from theteacher population in each of three school based on teaching assignment. Interviews wererecorded at the end of the first year of EL implementation. Responses to the interviewquestions were grouped according to like answers and similarities and differences noted.All teachers assigned to the three schools were invited to participate in the pencil/papersurvey. Surveys were distributed at a faculty meeting and collected approximately oneweek later. Quantitative data were collected from responses to an online survey based onRobert Marzano’s thirty-five years on how highly effective schools raise studentachievement as presented in What Works in School: Translating Research into Actions.Qualitative research from the interviews and pencil/paper survey indicated thatEL practices were being implemented as action steps to many of the school operations,student background, and teacher effectiveness level factors. Quantitative research datawere from the online survey What Works in Schools on teachers’ perceptions at theschool operations, student background, and teacher effectiveness level factors. ANOVA tests on the indicated no statistical difference of interest in the context of this studybetween time, level factors, and the intersection between time and level factors. |
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