Using reflective practice and constructivist learning design in Washington State private parochial schools to provide support for student learning.

摘要

The purpose of this study was to explore the use of reflective practice and constructivist learning design by parochial elementary school administrators through instructional leadership practices and reflective practice by teachers using constructivist learning designs when interacting with students in a learning environment. This study investigated the extent to which reflective practice has become a part of the practice of parochial elementary school principals and teachers in three high performing parochial schools that have adopted Washington State Essential Learning Requirements and the Washington State Assessment of Student Learning. State assessment scores were reviewed as evidence of learning.;The study was a multiple case study of three schools, using qualitative and quantitative methods which provided descriptions of each participating school through interviews, direct observations, surveys, and analyses of archival data which included student state assessment scores. The within-case and cross-case comparisons allowed the researcher to explore the use of reflective practices using constructivist learning design and through the frames of personal mastery, shared vision, team learning, mental models, and system learning.;The responses showed the WASL to be a driving force in instituting constructivist learning design and reflective practices in the three schools. Prior to the Essential Academic Learning Requirements (EALRs) and the Washington Assessment of Student Learning (WASL) development and implementation of collaborative written curriculum design did not exist in any of the schools studied. Curriculum is now developed and reviewed in a timely preplanned manner. The EALRs are used as the structure for learning expectations of students and as the guidelines for professional development of faculty. The WASL is used for assessment of success and areas in need of improvement.;The findings from this study using observations, interviews, and surveys reveal that reflective practice is used by the educational practitioners in these high performing parochial schools through instructional leadership practices and constructivist learning design. Although a connection between high state assessment scores and reflective, constructivist practices is not empirically established, the surveys, interviews, and observations of the participants support the prior research (Abbott, Fouts, and Baker, 2003) that connects constructivist practices to higher WASL scores.