Abstract
Purpose. The purpose of this study was to determine to what extent the mandated best instructional strategies were implemented in the K-3 classrooms in Placer County elementary schools, as perceived by teachers and the site administrator. A further purpose was to determine whether there was a significant difference in the perceptions of the teachers and administrators in the implementation of best practices in instructional strategies in K-3 classrooms, as well as across school districts in Placer County. Methodology. Descriptive statistical procedures were employed to report the questionnaire-generated information. An ex post facto research design was also used. A one-way analysis of variance and the Scheffe were used to determine the existence of significant differences between teachers and administrators and across districts. Findings. Teachers responded to a five-point Likert scale. Their responses showed that they had implemented all strategies to some extent. Those implemented to the fullest extent were "actively involving students in the lesson," "student engagement during class discussion," "small group instruction and whole group instruction." The strategies that were sometimes implemented were "more parent conferences," "one-on-one instruction," "conducting extended projects and remedial activities." Administrators agreed on the strategies implemented sometimes. On the strategies implemented to the fullest extent, administrators agreed on "actively involving the students in the lesson, small group instruction, and whole group instruction." They felt that the strategy "monitoring student progress" was more fully implemented. There were significant differences between the perceptions of teachers and the perceptions of administrators on two strategies. For "ongoing assessment of student learning," teachers felt that they had almost fully implemented while administrators felt that they were often implemented. The same was true of "student engagement during the class discussion." There were a few significant differences across districts. Conclusions. The Placer County Office of Education provided extensive staff development in instructional practices that are effective with small classes. The staff development practices have been implemented to a great degree. Twenty strategies were surveyed and all had been implemented to some degree. Four strategies had been "fully" implemented, most had been "often" implemented, and only four had been "sometimes" implemented. Recommendations. Recommendations for further research included studying the implementation of instructional practices by direct observation, identifying the perceptions of teachers in classrooms that demonstrate high achievement and those who demonstrate lower achievement. It would be worthwhile to study the perceptions of teachers who are veteran teachers compared to those new to the profession. It would also be beneficial to look at affective measures of success in smaller classes.