A Case Study of the Perceived Influence of Visual Thinking Strategies on Teacher Practice
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Authors
Connors, Christina Beatrice
Issue Date
2022-03-07
Item Type
Thesis
Language
en_US
Keyword
Alternative Title
Abstract
The purpose of this study was to explore the influence of the use of visual thinking strategies (VTS) on teachers’ perceptions of their general teaching practice. A qualitative, multiple case study was conducted to investigate the experience of teachers using VTS. Eligible teacher participants were identified through the Visual Thinking Strategies Organization and the Watershed Collaborative. Responses to a screening questionnaire were used to form a purposive sample focused on maximizing diversity from the pool of eligible respondents. The two cases – teachers practicing VTS in K-12 settings and teachers practicing in VTS outside of the K-12 setting – were investigated separately and then compared in a cross-case analysis. The quintain of perceived teacher experience guided the data analysis of this multiple case study. Themes that addressed the quintain were identified, and case findings that related to the themes were grouped accordingly. As the findings of each case were identified and classified, factors that influenced the quintain were determined and clustered (Stake, 2006). An analysis of the data indicated that using VTS lent itself to a humanistic teaching style. This has implications for educators and educational institutions wishing to implement humanistic teaching practices and raises further questions pertaining to VTS and humanistic education practices that might be explored through future research.
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Citation
Publisher
Western Connecticut State University