Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
Anne Joslin
Committee Member
Donald D. Gainey
Committee Member
Barbara Packer
Keywords
academic learning, advisor-advisee, advisory lessons, advisory program, advisers, attitudes, checklists, classroom visitations, communication skills, critical thinking, critical-thinking skills, discussion groups, faculty members, formative evaluation, group discussion techniques, group dynamics, group dynamics techniques, implementation, informal interviews, instructional techniques, instructional strategies, middle school, positive communication, professional development, questionnaires, questioning techniques, routines, social learning, staff commitment, staff development, students
Abstract
This applied dissertation describes the results of a formative evaluation of the implementation of instructional techniques in an advisory program and the staff’s commitment to the program. The question that this study addressed was, Are the faculty members implementing instructional techniques (group dynamics techniques, group discussion techniques and critical thinking questioning techniques) during the advisor-advisee period?
To address the above concern, the advisers received staff development on instructional techniques that would assist them in conducting their advisory lessons. The instructional techniques consisted of (a) group dynamics techniques, (b) questioning techniques in discussion groups, and (c) critical thinking questioning techniques. Informal classroom visitations and informal interviews were conducted. A questionnaire was administered to address the advisers’ attitudes toward the program.
The staff development assisted the advisers in correctly implementing the instructional techniques during their advisory lessons. The advisers learned to use the instructional techniques from 3 checklists. Their students were involved in group dynamics where they learned to use critical-thinking skills and questioning techniques during their advisory group discussions. Informal interviews were conducted and resulted in promoting positive communication skills among the advisers.
The results of the study were mixed. The data revealed that the more experienced advisers implemented the instructional techniques on the checklist. The less experienced advisers needed additional staff development to improve their skills in the areas of setting routines and developing students’ skills to think critically to improve their academic and social learning.