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Abstract
ABSTRACT
This action research study was conducted to minimize ambiguities associated with the implementation of academic rigor in the elementary school context. The study took place at a suburban elementary school during the 2019-2020 school year. Participants consisted of the school principal, school assistant principal, school counselor, and ten teachers ranging from grades K-5. Participants completed self-assessment surveys, agreed to classroom observations, collaborated through discussions, and responded to focus group questions to describe their experiences and understandings related to the implementation of rigorous instructional practices over time.
The findings from this action research study showed the importance of constructive feedback, the need for collaboration between leaders and participants during action research cycles, and the assistance of realistic analogies and exemplars for effective implementation. Findings for the transition of rigorous instructional practices from professional learning to the classroom demonstrated how teachers mirrored specific strategies from professional learning experiences, and they depict the importance of instructional planning for the effective transfer of strategies from professional learning. The findings related to the growth of participants throughout the action research process reinforced the implementation of academic rigor for learners at all academic levels, portrayed teacher perceptions from beginning to the end of the action research case study, implied the importance of teacher responsibility for setting the tone for academic rigor, showed more confidence with academic rigor after participation, and explained the need for instructional shifts for the effective implementation of rigorous instructional practices.
This action research study was conducted to minimize ambiguities associated with the implementation of academic rigor in the elementary school context. The study took place at a suburban elementary school during the 2019-2020 school year. Participants consisted of the school principal, school assistant principal, school counselor, and ten teachers ranging from grades K-5. Participants completed self-assessment surveys, agreed to classroom observations, collaborated through discussions, and responded to focus group questions to describe their experiences and understandings related to the implementation of rigorous instructional practices over time.
The findings from this action research study showed the importance of constructive feedback, the need for collaboration between leaders and participants during action research cycles, and the assistance of realistic analogies and exemplars for effective implementation. Findings for the transition of rigorous instructional practices from professional learning to the classroom demonstrated how teachers mirrored specific strategies from professional learning experiences, and they depict the importance of instructional planning for the effective transfer of strategies from professional learning. The findings related to the growth of participants throughout the action research process reinforced the implementation of academic rigor for learners at all academic levels, portrayed teacher perceptions from beginning to the end of the action research case study, implied the importance of teacher responsibility for setting the tone for academic rigor, showed more confidence with academic rigor after participation, and explained the need for instructional shifts for the effective implementation of rigorous instructional practices.